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- W2265701002 abstract "Education has been slow to catch up on the use ofinstructional technology. Despite the fact that billions of dollarshave been spent in purchasing, equipping and supporting technology,increased access has not translated into significant educationalgain (McGrail, 2005; Selfe, 1999). One of the reasons for this isbecause teachers are not prepared to use/integrate technology intheir classrooms and if they are, they are using them to dolow-level tasks that are not student-centered (Christensen, 2008;Rosen, 2010). ❧ This research adds to the literature by providinginsights into teacher candidates’ perceptions on the use ofinstructional technology, factors as well as barriers for usinginstructional technology, and whether experiences with innovativetechnology in teacher preparation program help prepare new teachercandidates to integrate technology into their classrooms. The focusof the study was on graduate students who were training to beteachers in the MAT@USC program, which has won numerous awards forits innovative curriculum, delivered 100% online through the use ofcutting edge technology. To study these factors, this studyemployed a mixed method study, using both surveys and interviews. ❧Overall, it was found that teacher candidates in the MAT@USCprogram have positive attitudes towards technology, are highlyreceptive to the use of technology in education, and have highlevels of personal comfort with technology prior to entering theprogram. Participants were motivated to use technology inclassroom, yet they perceived lack of resources as a toporganizational barrier to integration of instructional technology.Findings on teacher candidates’ preparedness and likelihood toadopt technology learned in their teacher education program arealso consistent with Rogers’ (1995) studies on the diffusion ofinnovation, which identified five major attributes which affectadoption: relative advantage, complexity, compatibility,observability, and trialability. Finally, the findings alsorevealed that while majority of the participants perceivedtechnology used in the MAT@USC program as innovative and highlycollaborative, they also voiced concerns over technological issuesencountered when using the online platform. ❧ The findings fromthis study will help teacher educators develop innovative teachereducation programs, by keeping in mind key attributes that willaffect the adoption of innovation. In addition, teacher educatorsshould also consider the following factors when designing orincorporating technology education into teacher education: ease ofaccess to technology and support, modeling and authentic teachingactivities, and collaboration between mentor and peers. Thefindings also highlighted the digital divide between low SES andmiddle-class school districts. For administrators and policymakers, this has two implications: one, annual funding ontechnology needs to be distributed equitably; two, school leadersneed to re-examine their budgets and allocation of funds to ensurethat urban schools…" @default.
- W2265701002 created "2016-06-24" @default.
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- W2265701002 date "2012-01-01" @default.
- W2265701002 modified "2023-09-24" @default.
- W2265701002 title "Perception and Use of Instructional Technology: Teacher Candidates as Adopters of Innovation." @default.
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