Abstract
Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for student learning to their teaching in K–12 classrooms during their field experience. Data sources were Instructional Technology and Disposition surveys, classroom observations, lesson plans, and focus-group interviews. It was observed that candidates were more prone to demonstrate near transfer uses of instructional technology (teacher-centered) over far transfer uses of instructional technology (student-centered) in lesson planning and teaching. The implications for teacher education programs are discussed.
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