Preparation versus Practice: How Do Teacher Education Programs and Practicing Teachers Align in Their Use of Technology to Support Teaching and Learning?

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
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10