Abstract
Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology. In addition, researchers have also called for renewed efforts on how to best prepare teachers to effectively use that knowledge to support teaching and learning. There were multiple ways to approach this problem, but researchers selected a two-phase mixed-methods research design. This chapter examines how the research focus and results were selected and interpreted through a two-phase mixed-methods research design. The chapter describes why and how specific populations were selected (teacher educators and practicing teachers). In addition, the chapter describes why data sources were selected (surveys and multiple case studies – interviews, documents). The analysis of data is also detailed, noting the various statistical tests run, as well as the methods for coding open-ended data. Furthermore, descriptions of interpretations of the results and how findings were established are presented.
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Ottenbreit-Leftwich, A.T., Ertmer, P.A., Tondeur, J. (2015). 7.2 Interpretation of Research on Technology Integration in Teacher Education in the USA: Preparation and Current Practices. In: Smeyers, P., Bridges, D., Burbules, N., Griffiths, M. (eds) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9282-0_61
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