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- W2893774024 abstract "This study investigated the personal technology policies practiced and modeled in teacher preparation courses at a teaching intensive university in the Rocky Mountain region. Both explicit and implicit classroom policies were revealed for teacher preparation classes to determine support for the allowance of technology by preservice teachers during their coursework. These teacher preparation classrooms are filled with digital learners who are mandated to integrate technology into their future teaching. But, how is personal technology assimilation being demonstrated to preservice teachers? Syllabi from all teacher preparation classes were reviewed, revealing that 45% contained an explicitly stated technology policy. Teacher education instructors were then surveyed with primarily open-ended questions to further investigate technology policies and use in the classroom. Overall integration of smart devices is not being modeled in teacher preparation classrooms at this teaching intensive university." @default.
- W2893774024 created "2018-10-05" @default.
- W2893774024 creator A5046484489 @default.
- W2893774024 date "2018-01-01" @default.
- W2893774024 modified "2023-09-23" @default.
- W2893774024 title "Technology Policies and Practices in Higher Education" @default.
- W2893774024 cites W139693612 @default.
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- W2893774024 doi "https://doi.org/10.4018/978-1-5225-2255-3.ch343" @default.
- W2893774024 hasPublicationYear "2018" @default.
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