What More Can We Do? Analyzing the Impact of Preservice Teacher Technology Training on Subsequent Classroom Technology Integration
Abstract: The research investigates one aspect of TPCK development, namely the teacher training program and its relative impact on teachers’ subsequent technology beliefs and classroom integration practices. Graduates of a teacher preparation program were surveyed to ascertain their current technology self-efficacy beliefs, technology use, and beliefs about teaching with technology. Those surveyed were found to be confident in their ability to integrate technology. They identified funding and equipment, high speed internet access, and time for students to use technology as necessary for effective technology integration. They also reported that they often used technology across their teaching. However, absent from their teaching practices were student-centered, authentic and collaborative learning experiences that used a wide variety of computer-based tools. Suggestions for program and institutional reform are discussed.