Inservice Teachers Self- Report of Technology Competence: Effects of Implementation of Technology Activities During a Case Study
Abstract: It is important that we equip students with the skills and the tools to not only implement digital literacy in their classrooms, but also to advocate for creative use and acceptance of new technologies that allow teaching and learning in a variety of different formats. Inservice teachers entering a teacher education graduate program at a large state university fill out a digital literacy questionnaire on their perceptions of their technology competence. During the graduate program, the inservice teachers take a literacy assessment course that requires a case study of a child to assess literacy skills and provide tutoring in areas of literacy weakness. An analysis of the case studies to determine the use of digital literacy by the inservice teachers during their work with the child will be conducted. This data will be compared to the inservice teachers self-reported technology competence to determine differences in amount and type of technology implemented.
Presider: Hao Jiang, The University of Toledo