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Autor/inn/en | Ottenbreit-Leftwich, Anne T.; Brush, Thomas A.; Strycker, Jesse; Gronseth, Susie; Roman, Tiffany; Abaci, Serdar; vanLeusen, Peter; Shin, Sungwon; Easterling, Wylie; Plucker, Jonathan |
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Titel | Preparation versus Practice: How Do Teacher Education Programs and Practicing Teachers Align in Their Use of Technology to Support Teaching and Learning? |
Quelle | In: Computers & Education, 59 (2012) 2, S.399-411 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1315 |
DOI | 10.1016/j.compedu.2012.01.014 |
Schlagwörter | Teacher Education Curriculum; Teacher Education Programs; Teacher Educators; Thinking Skills; Teaching Methods; Teachers; Relevance (Education); Alignment (Education); Knowledge Base for Teaching; Educational Technology; Comparative Analysis; Mixed Methods Research; Teacher Surveys; Teacher Attitudes; Interviews; Technology Integration; Computer Uses in Education Teacher education; Education; Lehrerausbildung; Lehrerbildung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtsmedien; Lehrerverhalten; Interviewing; Interviewtechnik; Computernutzung |
Abstract | Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching and learning. This study compared the importance of technology topics from teacher educators and teachers' perspectives. A two-phase mixed-methods research design utilized surveys and multiple case studies (interviews, documents) to collect data from both teacher educators and practicing teachers. Findings indicate that teachers and teacher educators demonstrated similarities in their views regarding the use of technology for personal productivity, information presentation, and the access and use of electronic resources to support teaching and learning. Teacher educators and teachers differed with regard to their use of technology for communication, analysis of student data, documenting professional growth, and facilitating higher-order thinking skills. Recommendations for how teacher education programs can incorporate and address technology topics in order to increase relevance for teachers are discussed. (Contains 4 tables and 1 figure.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |