Abstract
In the United States, the use of educational technology is mandated by accredited teacher preparation programs and by state accrediting departments of education. Yet the majority of teacher education faculty fail to infuse educational technology procedures into their courses at substantial levels (Mitchell, Dipetta & Kerr, 2001), and teachers fail to infuse technology into their teaching (Anderson & Speck, 2001). For educational technology to become firmly entrenched in our educational systems, educational technology must become a part of the culture of our schools. This paper reports the attitudes and opinions gathered from interviews, questionnaires, and classroom artefacts from two groups of practicing teachers (n=31) enrolled in a ‘teacher leader’ graduate program. This paper represents only the first phase of a census-like assessment of a much larger group of undergraduate (n=133) students, graduate level teachers (n=92), information technology directors and college faculty (n=32) from twelve colleges and universities.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
