Evaluating Strategies Used to Incorporate Technology into Preservice Education: A Review of the Literature
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| Title: | Evaluating Strategies Used to Incorporate Technology into Preservice Education: A Review of the Literature |
|---|---|
| Language: | English |
| Authors: | Kay, Robin H. |
| Source: | Journal of Research on Technology in Education. Sum 2006 38(4):383-408. |
| Availability: | International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 26 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Statistical Analysis, Technology Integration, Program Descriptions, Journal Articles, Educational Technology, Preservice Teachers, Mentors, College Faculty, Computer Attitudes, Preservice Teacher Education, Educational Strategies, Computer Literacy, Student Attitudes |
| ISSN: | 1539-1523 |
| Abstract: | The following paper is based on a review of 68 referred journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini-workshops; integrating technology in all courses; modeling how to use technology; using multimedia; collaboration among preservice teachers, mentor teachers and faculty; practicing technology in the field; focusing on education faculty; focusing on mentor teachers; and improving access to software, hardware, and/or support. These strategies were evaluated based on their effect on computer attitude, ability, and use. The following patterns emerged: First, most studies looked at programs that incorporated only one to three strategies. Second, when four or more strategies were used, the effect on preservice teacher's use of computers appeared to be more pervasive. Third, most research examined attitudes, ability, or use, but rarely all three. Fourth, and perhaps most important, the vast majority of studies had severe limitations in method: poor data collection instruments, vague sample and program descriptions, small samples, an absence of statistical analysis, or weak anecdotal descriptions of success. It is concluded that more rigorous and comprehensive research is needed to fully understand and evaluate the effects of key technology strategies in preservice teacher education. The following are appended: (1) Details of Studies Reviewed; and (2) Variables and Criteria Used to Code Studies. (Contains 2 tables and 1 figure.) |
| Abstractor: | Author |
| Number of References: | 111 |
| Entry Date: | 2007 |
| Access URL: | https://www.iste.org/Content/NavigationMenu/Publications/JRTE/Issues/Volume_38/Number_4_Summer_2006/Evaluating_Strategies_Used_to_Incorporate_Technology_into_Preservice_Education_A_Review_of_the_Liter1.htm |
| Accession Number: | EJ768720 |
| Database: | ERIC |
| Abstract: | The following paper is based on a review of 68 referred journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini-workshops; integrating technology in all courses; modeling how to use technology; using multimedia; collaboration among preservice teachers, mentor teachers and faculty; practicing technology in the field; focusing on education faculty; focusing on mentor teachers; and improving access to software, hardware, and/or support. These strategies were evaluated based on their effect on computer attitude, ability, and use. The following patterns emerged: First, most studies looked at programs that incorporated only one to three strategies. Second, when four or more strategies were used, the effect on preservice teacher's use of computers appeared to be more pervasive. Third, most research examined attitudes, ability, or use, but rarely all three. Fourth, and perhaps most important, the vast majority of studies had severe limitations in method: poor data collection instruments, vague sample and program descriptions, small samples, an absence of statistical analysis, or weak anecdotal descriptions of success. It is concluded that more rigorous and comprehensive research is needed to fully understand and evaluate the effects of key technology strategies in preservice teacher education. The following are appended: (1) Details of Studies Reviewed; and (2) Variables and Criteria Used to Code Studies. (Contains 2 tables and 1 figure.) |
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| ISSN: | 1539-1523 |
