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Analyzing the degree of technology use occurring in pre-service teacher education

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Abstract

Technology is not in the forefront of teacher education program thinking and planning. Yet, it is the tool dramatically changing education. Internationally, the role of technology has evolved from the role of assisting the teacher in personal management to using technology for instruction. To respond to this need, universities are altering courses to infuse the introduction and utilization of technological tools to enhance instruction. The end product is that pre-service teachers should graduate with the skills to seamlessly integrate technology to advance student learning. This study looks at a large comprehensive university’s available data on pre-service teachers regarding their utilization of technology. The focus of the study was to (a) document the technology skills within the university's capstone project, (b) examine the capstone project data to confirm or refute the premise that pre-service teachers integrate technology, and (c) review other internal data to assess pre-service teacher competencies on technology.

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Authors and Affiliations

  1. WKU College of Education & Behavioral Science, 1906 College Heights Blvd, #11030, Bowling Green, KY, 42101-1030, USA

    Rebecca Ruth Stobaugh & Janet Lynne Tassell

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  1. Rebecca Ruth Stobaugh
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  2. Janet Lynne Tassell
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Correspondence to Rebecca Ruth Stobaugh.

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Stobaugh, R.R., Tassell, J.L. Analyzing the degree of technology use occurring in pre-service teacher education. Educ Asse Eval Acc 23, 143–157 (2011). https://doi.org/10.1007/s11092-011-9118-2

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  • DOI: https://doi.org/10.1007/s11092-011-9118-2

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