Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?

Anne T. Ottenbreit-Leftwich, Thomas A. Brush, Jesse Strycker, Susie Gronseth, Tiffany Roman, Serdar Abaci, Peter Vanleusen, Sungwon Shin, Wylie Easterling, Jonathan Plucker

Research output: Contribution to journalArticlepeer-review

53 Scopus citations

Abstract

Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology.; how to best prepare teachers to effectively use that knowledge to support teaching and learning. This study compared the importance of technology topics from teacher educators and teachers' perspectives. A two-phase mixed-methods research design utilized surveys and multiple case studies (interviews, documents) to collect data from both teacher educators and practicing teachers. Findings indicate that teachers and teacher educators demonstrated similarities in their views regarding the use of technology for personal productivity, information presentation.; the access and use of electronic resources to support teaching and learning. Teacher educators and teachers differed with regard to their use of technology for communication, analysis of student data, documenting professional growth.; facilitating higher-order thinking skills. Recommendations for how teacher education programs can incorporate and address technology topics in order to increase relevance for teachers are discussed.

Original languageEnglish
Pages (from-to)399-411
Number of pages13
JournalComputers and Education
Volume59
Issue number2
DOIs
StatePublished - Sep 2012

Keywords

  • Preservice teacher education
  • Teacher technology use
  • Technology integration
  • Technology use

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