Technology Integration Using Clinical Experiences in the Preparation of Preservice Teachers

Abstract

In order to provide preservice teachers with the opportunity to learn and use technology while working with students, one school of education recently integrated a clinical component into one of its instructional technology classes. In this class, preservice teachers work with local fifth graders to research, design, and create an interactive Hyper-Studio stack. Using a pre and post questionnaire, 60 of the preservice teachers who were enrolled in the class during Fall 2000 were surveyed on their perceptions and concerns relevant to technology and working with elementary students. Results indicate that the preservice teachers (a) gained confidence in their technology skills, (b) increased their awareness of the abilities and characteristics of the fifth graders, and (c) gained insight into teaching with technology.

Additional information

Notes on contributors

Joseph Walsh

Joseph Walsh is an assistant professor in the Department of Curriculum and Instruction at the University of Montevallo where he teaches graduate courses in the design, implementation, and assessment of technology-based instruction. He also serves as the Director of Instructional Support and Technology in the College of Education. He received his doctorate in instructional design and technology from The University of Memphis.

Hagler Robyn

Robyn Hagler is an associate professor in the Department of Kinesiology at the University of Montevallo where she teaches online undergraduate teacher preparation courses in traffic safety education. She also serves as the director of Teacher Education Services and is the teacher certification officer for the College of Education. She received her EdS in Secondary Education from The University of Montevallo.

Fowler Rachel

Rachel Fowler is an associate professor in the Department of Curriculum and Instruction at the University of Montevallo, where she teaches the Instructional Technology II class and other courses in the College of Education. She received her doctorate from the University of Alabama at Birmingham.