Integrating Technology during Student Teaching

Abstract

This study examined the teacher work samples of 197 student teachers to determine their level of technology integration during student teaching. Findings indicated that most student teachers planned to use some kind of technology, although only 40% planned to include computers and less than 20% planned for the use of computers by students. The barriers to technology integration were most of en related to instruction (e.g., the technology did not serve the learning goals and the technology was not developmentally appropriate) rather than a lack of available resources and time. These findings may be explained in part by the unique character of the teacher work sample (TWS) data, which prompts student teachers to report on their technology use during a single unit of instruction.

Additional information

Notes on contributors

John E. Henning

John E. Henning is an associate professor of educational psychology at the University of Northern Iowa. His research interests include classroom discourse, instructional decision-making, teacher work sample methodology, and professional development.

Victoria L. Robinson

Victoria L. Robinson is an associate professor of educational leadership at the University of Northern Iowa. Her research interests include teacher quality, teacher work samples, and women in educational leadership.

Mary Corwin Herring

Mary Corwin Herring is an associate professor of education at the University of Northern Iowa. Her research interests include integration of technology to support learning, distance education, and standards alignment processes.

Terri McDonald

Terri McDonald is the director of the Department of Teaching and Learning for the Eden Prairie School District. Her research interests include equity, action research in K-12, and successful implementation of instructional technology in the classroom.