Abstract
To prepare new teachers to use technology within their programs of preparation, schools, colleges, and departments of education (SCDEs) can develop and require coursework in which students learn how to operate and teach with technology and set expectations that students demonstrate their integration abilities during student teaching. This survey of student teachers found that setting these expectations for designing and delivering instruction using technology was effective in getting student teachers to use technology during clinical experiences. However, additional factors beyond the control of SCDEs were equally important, such as the level of access to technology and the support of and feedback from cooperating teachers at the student teaching site. The authors discuss the implications these factors hold for SCDE's extending efforts “beyond their walls” to prepare new teachers to use technology.
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