Wednesday, March 27
6:15 PM-8:00 PM
CDT
Grand Ballroom C

Nine Substantiated Practices in Teacher Education that Promote Technology Integration in Early Career Teachers: Applying Empirical Work to Professional Development

Poster/Demo ID: 39590
  1. aaa
    Aimee M. Brenner
    Averett University
  2. Jennifer M. Brill
    Virginia Tech

Abstract: The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. One benefit of this study originated out of the literature review and the subsequent construction of the survey and interview protocol. Nine factors demonstrated to promote the transfer of technology integration knowledge and skills were synthesized from this literature base. The researchers investigated the significance of the findings and prominence of the nine transfer factors. Specifically, they analyzed how they have been applied to the first researcher’s experience as a new faculty member in a teacher education program in need of a plan to more progressively integrate instructional technology into coursework and field experiences.

No presider for this session.

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