Preservice teachers’ perceptions of technology during a Massive Open Online Course

ID: 41874 Type: Brief Paper
  1. Kristine Pytash, Kent State University, United States
  2. Richard Ferdig, Kent State University , United States

Tuesday, March 18 2:25-2:45 PM

Nancy Glomb, Utah State University, United States

Abstract: The purpose of this study was to investigate 29 preservice teachers’ perceptions of integrating technology into the English language arts classroom before and after participating in a Massive Open Online Course (MOOC) focused on teaching in the 21st century. The study specifically examines how preservice teachers’ (1) felt technology related to English language arts instruction, (2) the extent they felt students benefit from integrating technology into the language arts classroom, and (3) their overall stance towards technology for English language arts instruction. Results indicated that engagement in the MOOC influenced preservice teachers’ perceptions that technology benefits students in English language arts classrooms.


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