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First-year Teachers’ Use of Technology: Preparation, Expectations and Realities

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McKinney, M.O., Jones, W.P., Strudler, N.B. & Quinn, L.F. (1999). First-year Teachers’ Use of Technology: Preparation, Expectations and Realities. Journal of Technology and Teacher Education, 7(2), 115-129. Charlottesville, VA: SITE.
Retrieved from http://www.editlib.org/p/9279.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 7, Issue 2, 1999
Society for Information Technology & Teacher Education  Charlottesville, VA

More Information on JTATE

Authors

Marilyn O. McKinney, W. Paul Jones, Neal B. Strudler, University of Nevada, United States; Linda F. Quinn, University of Northern Iowa City, United States

Abstract

This article reports the results of a study that investigated the needs and concerns of first-year teachers including the problems they encountered, the support they received, and the degree to which they felt prepared to use technology. Beginning teachers participating in the study reported that: (a) access to computer resources was a major problem; (b) support for technology varied greatly from school to school; (c) their preparation to teach with technology lagged behind their preparation for other instructional strategies; and (d) student teaching had a minimal impact on their preparation to teach with computers. Findings of the study are consistent with the mounting evidence that beginning teachers are not being adequately prepared to teach with technology. The authors recommend increased efforts to integrate technology into preservice courses and field experiences. They further recommend the need for research that documents specifics of current practices, levels of preparation, and approaches that promote effective implementation of technology by beginning teachers.

Keywords

• Schools
• Teachers
• Computers

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