The Influence of Technology Skills on Preservice and Inservice Teachers’ Perceived Ability to Integrate Technology

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Spaulding, M. (2010). The Influence of Technology Skills on Preservice and Inservice Teachers’ Perceived Ability to Integrate Technology. In J. Sanchez & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 2193-2202). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/35873.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2010
Orlando, Florida, USA
October 18, 2010
ISBN 1-880094-83-5
  Jaime Sanchez & Ke Zhang
AACE

More Information on ELEARN
Table of Contents

Author

Michael Spaulding, University of Tennessee at Martin, United States

Abstract

Abstract: Over $1 billion in federal funding has been spent on preservice and inservice teachers to better prepare them to effectively integrate technology into their instruction. Although these efforts have been positive, overall results still fall below expectations regarding the potential benefits of using technology in K-12 classrooms. Research efforts continue in an attempt to clearly identify and eliminate specific areas where problems exist from preservice teacher preparation to inservice teacher professional development. Consequently, this study investigated the self-reported technology skills of preservice (at the student-teacher level) and inservice teachers’ perceptions about technology integration and found that overall, preservice teachers were more confident than inservice teachers in their ability to complete tasks requiring basic computer skills, software skills, multimedia skills, Internet skills, advanced skills, and Integration skills.

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