Does Requiring a Technology Course in Preservice Teacher Education Affect Student Teacher’s Technology Use in the Classroom?

Abstract

In this article, we discuss findings of a preliminary study of preservice teacher education students taking a technology course in fall 1999 and serving as student teachers in spring 2000. The purpose of the study was to determine the effects of this required one-semester technology course on reported attitudes toward, self-efficacy with, and use of technology by elementary preservice educators at a university in the southwestern United States. The study informed us in many ways, some of which were disappointing but enlightening. From this study, we determined that one undergraduate technology course does not necessarily cause student teachers to use technology in their curriculum. Perhaps an investigation of this kind should also look at new teachers in the first year of their careers for demonstration of technology use from their teacher education program.