An Integrated Framework Used to Increase Preservice Teacher NETS-T Ability

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Basham, J., Smeltzer, A. & Pianfetti, E. (2005). An Integrated Framework Used to Increase Preservice Teacher NETS-T Ability. Journal of Technology and Teacher Education, 13(2), 257-276. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/26101.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 13, Issue 2, April 2005
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JTATE

Authors

James Basham, Amanda Smeltzer, Evangeline Pianfetti, University of Illinois at Urbana-Champaign, USA

Abstract

Under a PT3 initiative, a framework was developed to help 34 special education preservice teachers obtain technology related skills. The framework embedded the use of three online Macromedia Flash-MX based tutorials and three handson cooperative based learning experiences. Pre- and postsurveys were used to collect data on student ability and value orientation changes. Results indicate that the framework led to a significant perceived gain in National Educational Technology Standards for Teachers (NETS-T) ability (p = .001). The preservice teachers showed no significant changes in their perceived value of technology in education. Furthermore, the findings suggest that a preservice teacher's affiliation with the constructivist or behaviorist pedagogy offers some predictability towards their value of technology in education. However, this pedagogical affiliation offers no predictability towards their technological ability. It is concluded that skill-based technology training can be done online, but that skill-based training is not enough to produce teachers who value and feel comfortable integrating technology in the classroom.

Keywords

• Standards
• Educational Technology
• Instructional Design
• Learning Outcomes
• Preservice Teacher Education

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