The Perceptions of Pennsylvania Pre-service Teachers Regarding Their Preparedness to Utilize and Integrate Educational Technology into the Classroom

Abstract

Technology is present in today's classrooms. Its value has been demonstrated in research, and state regulations have been established to govern its usage. These realities indicate the importance for teachers to feel comfortable implementing technology. However, research shows some teachers feel they are not adequately prepared. In turn, they opt. This study uncovers insights into how prepared Pennsylvania pre-service teachers feel to implement technology into their future classrooms. This research suggests to what degree future teachers feel prepared and considers how they derive a sense of preparedness or a lack thereof. Perceptions emerged through interviews with eleven Pennsylvania pre-service teachers. Findings indicated that most participants felt confident with classroom technologies, but suggested aspects of training that could have better prepared them. Participant insights revealed five key features of teacher preparation programs that affect a pre-service teacher's confidence: experience or training, exploration, student teaching placement, cooperating teacher, and program coursework. Importance: In an effort to prepare Pennsylvania pre-service teachers for technology integration, preparation programs must provide opportunities for hands-on experience, sufficient training, time for exploration, technology-enriched student teaching placements, cooperating teachers who use technology, and technology education that is integrated within the program's coursework. It is possible that if colleges and universities could ensure that pre-service teachers are placed in classrooms with technology and with cooperating teachers who use the tools, other factors could be guaranteed. If pre-service teachers obtain an adequate amount of training and first-hand experience, it is likely that they will feel prepared to use technology upon graduation. This could help alleviate a current problem: technology capabilities are present in classrooms across Pennsylvania, but not all teachers feel comfortable implementing these resources.