Roberts, S.K. & Hsu, Y.s. (2000). The Tools of Teacher Education: Preservice Teachers’ Use of Technology to Create Instructional Materials. Journal of Technology and Teacher Education, 8(2), 133-152. Charlottesville, VA: SITE.
Retrieved from http://www.editlib.org/p/8032.
Journal of Technology and Teacher Education
Volume 8, Issue 2, 2000
Society for Information Technology & Teacher Education Charlottesville, VA
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This research examined the effectiveness and efficiency of preservice teachers' use of technology to create instructional materials developed in an undergraduate reading and lan-guage arts course. Four trained raters judged the quality of 130 writing prompts (independent writing ideas or prompts that motivate children to write creatively) according to five design-related criteria and five idea-related criteria. Preser-vice teachers self-reported the time required for each writing prompt, whether it was either technology assisted (i.e., Kid Pix, Writing Center, etc.) or handmade (i.e., nontechnology assisted with markers, collage techniques, or stickers) and their preference for continuing the project using technology or handmade techniques. There was no significant difference between measures of overall quality of the technology assist-ed as compared to the handmade prompts. When overall quality was broken into design and idea, however, there was a significant difference between the two groups regarding measures of design, yet no significant difference regarding the idea or content of the writing prompts. On average, pre-service teachers using technology reported significantly less time required to create the writing prompt than did the group using non-technology assisted materials. Additionally, 85% of the preservice teachers reported that given a future task of creating additional writing prompts, they would prefer to use computer-related applications.