Integrating Technologies into Education Courses: Faculty Changing Teaching Practices, Faculty Changing Teacher Candidates’ Teaching Practices: Reporting of Phase II

ID: 25042 Type: Brief Paper
  1. Margaret Pope, Teresa Jayroe, and Dana Franz, Mississippi State University, United States

Tuesday, March 3 11:15 AM-12:15 PM Location: Meeting Room 7

Presider: Wendy Jones, University of Portsmouth, United Kingdom

Abstract: The inclusion of technology-rich teaching environments provided faculty the opportunity to examine teaching methods as they integrated technology practices into course assignments for teacher candidates. Phase I of this study included the administration of a close-ended questionnaire given to all faculty who teach in the curriculum and instruction department. Phase II consisted of individual interview open-ended questions and document analysis of course websites, syllabi and electronic portfolio submissions with a selected group of participants from Phase I. Findings of this study lend evidence that if faculty members are provided the technology and training to instruct teacher candidates to effectively use the technology, then technology use will increase. Faculty who asked to be assigned to technology equipped classrooms had a higher use of technology equipment and included more technology integrated assignments for their courses.

Topic

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