TY - JOUR
T1 - Preparation versus practice
T2 - How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?
AU - Ottenbreit-Leftwich, Anne T.
AU - Brush, Thomas A.
AU - Strycker, Jesse
AU - Gronseth, Susie
AU - Roman, Tiffany
AU - Abaci, Serdar
AU - Vanleusen, Peter
AU - Shin, Sungwon
AU - Easterling, Wylie
AU - Plucker, Jonathan
N1 - Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2012/9
Y1 - 2012/9
N2 - 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.
AB - 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.
KW - Preservice teacher education
KW - Teacher technology use
KW - Technology integration
KW - Technology use
UR - http://www.scopus.com/inward/record.url?scp=84857560984&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2012.01.014
DO - 10.1016/j.compedu.2012.01.014
M3 - Article
AN - SCOPUS:84857560984
VL - 59
SP - 399
EP - 411
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
IS - 2
ER -