Abstract
Since the advent of educational technology educators have been faced with the challenge of transforming instruction with the goal of providing significant experiences that match 21 st century learner needs. While training and professional development have been offered to help prepare teachers, research suggests the continued existence of a digital divide even among new teachers who move from the pre-service stage into the classroom. This is a cause for concern. The question is what are administrators’ thoughts on this issue and what types of educational resources and support are provided to help new teachers in order to help them feel more ready to integrate technology in their teaching when they enter into school employment? The purpose of this qualitative study is to explore principals’ insights on new teacher preparedness to integrate technology and examine the ways in which schools are providing support to help novice instructors meet the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers. The results of this study have implications for the training of teachers, and the development and implementation of school and district-wide technology initiatives that promote and support teacher use of educational technology in teaching and learning.
Highlights
As society continues to become more technology-literate, the expectation has shifted from PK-12 educators having a general knowledge in computer use to having more expertise in how to effectively integrate educational technology in teaching and learning
The question is what are administrators’ thoughts on this issue and what types of educational resources and support are provided to help new teachers in order to help them feel more ready to integrate technology in their teaching when they enter into school employment? The purpose of this qualitative study is to explore principals’ insights on new teacher preparedness to integrate technology and examine the ways in which schools are providing support to help novice instructors meet the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers
Educational technology use among new teachers seemed to be a fairly straightforward, objective matter, but with deeper review and analysis, it appeared to have multiple realities depending on the context of the situation and the personalities involved
Summary
As society continues to become more technology-literate, the expectation has shifted from PK-12 educators having a general knowledge in computer use to having more expertise in how to effectively integrate educational technology in teaching and learning. Much has been written on how to prepare new teachers on appropriate ways to integrate technology in a manner that meets the NETS and professional indicators. It is important to understand how the administration evaluates and supports teacher preparedness to use technology in teaching and learning. Research presented by the National Center for Education Statistics (NCES) (2000) suggests that the school administrator is influential when it comes to the availability and accessibility of technology for teaching and learning and so it is important to explore what their views and role is the integration of technology instruction. The school administrator is in charge of evaluating teachers and so it is only right to seek their insights on teacher preparedness and use of technology and how they encourage and support new teachers in their quest to use technology in instruction
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