Skip to main content

Investigating Practices in Teacher Education that Promote and Inhibit Technology Integration Transfer in Early Career Teachers

TechTrends volume 60, pages 136–144 (2016)Cite this article

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. This study used a two-phase, sequential explanatory strategy. Data were collected through surveys and interviews. Participating early career teachers assessed themselves as proficient users of instructional technologies and comfortable with their level of technology integration in the classroom. They identified modeling of, reflecting on, and experimenting with technology integration in their teacher education programs as prevalent promoters of technology integration, and ineffective field experiences as the most prominent barrier. Findings from this study lead to naturalistic recommendations, corroborated by the literature, on how to improve technology integration in teacher education programs. In addition, the study offers a survey that can be utilized in future studies to investigate further technology integration transfer factors in the education of preservice teachers.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price includes VAT (USA)
Tax calculation will be finalised during checkout.

References

  • Alderman, M., & Beyeler, J. (2008). Motivation in preservice teacher education: possibilities for transfer of learning. Teaching Educational Psychology, 3(2), 1–23.

    Google Scholar 

  • Atkins, N. E., & Vasu, E. S. (2000). Measuring knowledge of technology usage and stages of concern about computing: a study of middle school teachers. Journal of Technology and Teacher Education, 8(4), 279–302.

  • Brill, J. M. (2002). School by design: How members of one school community create(and recreate) student success through inquiry. (Unpublished doctoral dissertation). University of Georgia, Athens, GA.

  • Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: students’ experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599–621.

    Google Scholar 

  • Brush, T., & Saye, J. (2009). Strategies for preparing preservice social studies teachers to effectively integrate technology: models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46–59.

    Google Scholar 

  • Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Van-Nest, M. H., et al. (2003). Integrating technology into a field-based teacher training program: the PT3@ASU project. Educational Technology Research and Development, 51(1), 57–72.

    Article  Google Scholar 

  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles: SAGE Publications, Inc.

    Google Scholar 

  • Crompton, H. (2014). ISTE standards in the research. Learning and Leading with Technology, 41(6), 38–39.

    Google Scholar 

  • Duffield, J. A., & Moore, J. A. (2006). Lessons learned from PT3. TechTrends, 50(3), 54–56.

    Article  Google Scholar 

  • Ertmer, P. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.

    Article  Google Scholar 

  • Fabry, D. L., & Higgs, J. R. (1997). Barriers to the effective use of technology in education: current status. Journal of Educational Computing Research, 17(4), 385–395.

    Article  Google Scholar 

  • Grable, L., Osborne, J., & Corbell, K. (2006). Internal reliability and factor analysis of Performance Standards for Inservice Teachers: Assessment of teachers’ NETS-T expertise. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 898–903).

  • Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., et al. (2010). Equipping the next generation of teachers: technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30–36.

    Article  Google Scholar 

  • Hall, G., Loucks, S., Rutherford, W., & Newlove, B. (1975). Levels of use of the innovation: a framework for analyzing innovation adoption. Journal of Teacher Education, 26(1), 52–56.

    Article  Google Scholar 

  • Hofer, M. (2005). Technology and teacher preparation in exemplary institutions: 1994 to 2003. Journal of Computing in Teacher Education, 22(1), 5–14.

    Google Scholar 

  • Howard, J. (2002). Technology-enhanced project-based learning in teacher education: addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343–364.

    Google Scholar 

  • International Society for Technology in Education (ISTE). (2014). Standards. Retrieved from http://www.iste.org/standards

  • Jacobsen M., Clifford P., & Friesen, S. (2002). Preparing teachers for technology integration: creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2(3). Retrieved from http://www.citejournal.org/vol2/iss3/currentpractice/article2.cfm

  • Kay, R. (2006). Evaluating strategies used to incorporate technology into preservice education: a review of the literature. Journal of Research on Technology in Education, 38(4), 383–408.

    Article  Google Scholar 

  • Keeler, C. G. (2008). When curriculum and technology meet: technology integration in methods courses. Journal of Computing in Teacher Education, 25(1), 23–30.

    Google Scholar 

  • Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: barriers and promise. Journal of Science Education and Technology, 17(6), 560–565.

    Article  Google Scholar 

  • Knezek, G. A., Christensen, R. W., Miyashita, K. T., & Ropp, M. M. (2000). Instruments for assessing educator progress in technology integration. Denton: Institute for the Integration of Technology into Teaching and Learning.

    Google Scholar 

  • Kumar, S., & Vigil, K. (2011). The net generation as preservice teachers: transferring familiarity with new technologies to educational environments. Journal of Digital Learning in Teacher Education, 27(4), 144–153.

    Article  Google Scholar 

  • Lei, J. (2009). Digital natives as preservice teachers: what technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97.

    Google Scholar 

  • McMillan, J. H. (2004). Educational research: Fundamentals for the consumer. Boston: Pearson Education.

    Google Scholar 

  • Niederhauser, D. S., & Perkmen, S. (2008). Validation of the intrapersonal technology integration scale: assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1/2), 98–111.

    Article  Google Scholar 

  • Niederhauser, D. S., Lindstrom, D. L., & Strobel, J. (2007). Addressing the NETS*S in K-12 classrooms: implications for teacher education. Journal of Technology and Teacher Education, 15(4), 483–512.

    Google Scholar 

  • Ottenbreit-Leftwich, A., Millard, M., & van Leusen, P. (2011). Instructional Technical and Pedagogical Design: Teaching Future Teachers Educational Technology. In Society for Information Technology & Teacher Education International Conference (Vol. 2011, No. 1, pp. 1615–1623).

  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870.

    Article  Google Scholar 

  • Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of Educational Computing Research, 22(4), 455–472.

    Article  Google Scholar 

  • Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research (2nd ed.). Thousand Oak: Sage.

    Google Scholar 

  • Royer, R., & Richards, P. (2009). Field experiences in digital storytelling: Increasing teacher confidence and transfer into the classroom. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1307–1311).

  • Saldena, J. (2009). The coding manual for qualitative researchers. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Seels, B., Campbell, S., & Talsma, V. (2003). Supporting excellence in technology through communities of learners. Educational Technology Research and Development, 51(1), 91–104.

    Article  Google Scholar 

  • Sexton, C., Gordon, M. & Guimond, P. (2009). Knowledge transference: From skill to innovation - What our student e-portfolios tell us. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 176–183). Chesapeake, VA: AACE.

  • Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Stallard, C. K., & Cocker, J. S. (2001). The promise of technology in schools: The next 20 years. Lanham: Scarecrow Education.

    Google Scholar 

  • Strudler, N., & Wetzel, K. (1999). Lessons from exemplary colleges of education: factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47(4), 63–81.

    Article  Google Scholar 

  • Swain, C. (2006). Preservice teachers self-assessment using technology: determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 14(1), 29–59.

    Google Scholar 

  • U.S. Department of Education. (2006). Preparing tomorrow’s teachers to use technology program (PT3). Retrieved from http://www2.ed.gov/programs/teachtech/index.html

  • West, R., & Graham, C. (2007). Benefits and challenges of using live modeling to help preservice teachers transfer technology integration principles. Journal of Computing in Teacher Education, 23(4), 131–141.

    Google Scholar 

  • Whittier, D., & Lara, S. (2006). Preparing tomorrow’s teachers to use technology (PT3) at Boston University through faculty development: assessment of three years of the project. Technology, Pedagogy and Education, 15(3), 321–335. doi:10.1080/14759390600923816.

    Article  Google Scholar 

  • Williams, M. K., Foulger, T. S., & Wetzel, K. (2009). Preparing preservice teachers for 21st century classrooms: transforming attitudes and behaviors about innovative technology. Journal of Technology and Teacher Education, 17(3), 393–418.

    Google Scholar 

  • Wright, V., Wilson, E., Gordon, W., & Stallworth, J. B. (2002). Master technology teacher: A partnership between preservice and inservice teachers and teacher educators. Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Retrieved from http://www.citejournal.org/vol2/iss3/currentpractice/article1.cfm

Download references

Author information

Authors and Affiliations

  1. Averett University, 420 West Main Street, 108B Danville Hall, Danville, VA, 24541, USA

    Aimee M. Brenner

  2. Virginia Tech, 300B War Memorial Hall (0313), Blacksburg, VA, 24061, USA

    Jennifer M. Brill

Authors
  1. Aimee M. Brenner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jennifer M. Brill
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jennifer M. Brill.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Brenner, A.M., Brill, J.M. Investigating Practices in Teacher Education that Promote and Inhibit Technology Integration Transfer in Early Career Teachers. TechTrends 60, 136–144 (2016). https://doi.org/10.1007/s11528-016-0025-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-016-0025-8

Keywords

  • Learning transfer
  • Systemic change
  • Teacher education
  • Technology integration