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Title:
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MEETING THE DIVERSE TECHNOLOGY NEEDS OF PRESERVICE ELEMENTARY TEACHERS IN A SCIENCE METHODS COURSE |
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Author(s):
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Connie Doyle |
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ISBN:
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972-8924-16-X |
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Editors:
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Pedro Isaías, Maggie McPherson and Frank Bannister |
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Year:
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2006 |
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Edition:
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1 |
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Keywords:
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technology assessment, teacher education, cooperative groups |
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Type:
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Full Paper |
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First Page:
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75 |
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Last Page:
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80 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Major predictors of teachers use of technology in instruction are personal comfort level in using the technology and
perceived benefit of the technology use for students. These same factors were viewed as goals for a technology project
introduced to preservice elementary teachers in a science methods course. In addition the project was to model
technology as a way to facilitate student products and as a cognitive tool for encouraging a higher level of student
thinking and understanding. Seventy students completed a version of a technology project originally designed for 4th
graders. Elements of the group structure were individual responsibility for all technology skills and assignment of most
active technology role to least confident students. Results of a performance assessment indicate that growth of technology
skills was high, and evidence from reflection papers suggests that almost all students found value in such a project as it
applied to 4th graders. However, approximately half found the value for their future students in the increased technology
skills rather than the depth that such a project might add to students conceptual understanding. |
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