Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.

Keywords::

• beginning teachers
• knowledge
• longitudinal
• self-efficacy

Author Notes

Dr. Anne Ottenbreit-Leftwich, is an Associate Professor of Instructional Systems Technology at Indiana University. Her research aims to prepare teachers to use technology and teach computer science. Please address correspondence regarding this article to Anne Leftwich, Instructional Systems Technology, School of Education, Indiana University, Bloomington, IN 47405, USA. E-mail: [email protected]

Janet Yin-Chan Liao is a doctoral candidate in the Department of Instructional Systems Technology at Indiana University. Her research aims to explore ways to support teachers' professional development, with primarily focus on integration of technology, computational thinking, and computer science at the K-12 level.

Dr. Olgun Sadik is a Lecturer in the School of Education at Inonu University. His research focuses on the needs and training of computer science teachers, specifically examining curriculum, pedagogy, and contextual supports.

Dr. Peggy A. Ertmer is a Professor Emerita in the Learning Design and Technology at Purdue University. Professor Ertmer's scholarship focuses on the impact that student-centered instructional approaches and strategies have on learning, as well as teachers' technology uses.