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Abstract
The Technology Infusion Project (TIP) was developed to address the need to provide field-based technology experiences for preservice teachers. This article presents findings from a research study about preservice teachers’ descriptions of their experiences in this field-based technology integration program. Data yielded two primary benefits for preservice teachers participating in TIP: (1) development of positive attitudes toward integration of technology in K-12 classrooms and (2) increased knowledge and skill related to instruction and technology. A set of facilitators and constraints also emerged from the data. The results from this study provide insight regarding technology preparation experiences for teacher education students and suggest that field-based technology experiences can better prepare prospective teachers to meet expectations for integrating technology into their curriculum. The results also provide a foundation for recommendations that will improve future implementations of the model and implications for teacher education programs are discussed.
Additional information
Notes on contributors
Aileen Norris
Aileen served as the director of the Technology Infusion Project from 1996-98, and Kara was manager of the Curry Center for Technology and Teacher Education at the University of Virginia.