![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
As technology is an integral part of modern teaching and learning processes, teacher-candidates need to fully achieve a new set of technology competencies through ongoing and timely supports provided by teacher preparation institutions, state offices of education and school districts. This study measured the current technology-competency levels of 242 special and general education teacher-candidates in teacher preparation programs through a self-assessment survey that was developed based on the ISTE Educator Standards. The results show that teacher-candidates perceive that they have not yet reached a proficient level of technology-competency according to ISTE standards. Special education teacher-candidates with team-teaching experience reported a significantly higher level of technology-competency than any other groups. This paper provides insightful recommendations to teacher preparation institutes as to how they can reform their credential program curricula to support teacher-candidates in acquiring the technology competencies they need in the field of education.
Additional information
Notes on contributors
Christina H. Kimm
Dr. Kimm is a Professor in the Division of Special Education and Counseling at California State University, Los Angeles. She has expertise in the field of special education emphasizing transition services and assistive technology. Since completing her doctorate degree and postdoctoral research experience at the University of Minnesota, Dr. Kimm’s primary goals in research have been to improve technology competencies and develop innovative career options for youths with disabilities to enable them to make a smooth transition from school to adulthood. Currently, Dr. Kimm is conducting research in measuring the effectiveness of instruction using technology for children with intellectual disabilities including those with autism.
Jemma Kim
Dr. Jemma Kim is an assistant professor of Special Education, Rehabilitation and Counseling at California State University, San Bernardino. Her main research and teaching interests have been centered around how to ensure the equity of education and services for culturally and linguistically diverse individuals with disabilities and their families.
Eun-Ok Baek
Dr. Eun-Ok Baek is the coordinator of the MA in Instructional Technology program and a Professor of the College of Education at California State University, San Bernardino, USA. Her research interests include exploring what technology can do for the support of learning and performance, and specifically, the designing of online learning communities, technology integration in education, mobile learning and App development, STEM education, and the exploration of social-cultural understandings of the adoption of technology.
Pearl Chen
Dr. Pearl Chen is a Professor of Instructional Technology in the Division of Applied and Advanced Studies in Education at California State University, Los Angeles. She teaches courses in instructional design, media production, learning theories, current technology, and applied experiences in instructional design and technology in the Educational Technology Leadership and the New Media Design and Production MA programs. Current research interests include experience design, situated cognition, visual thinking, blended learning, design-based learning, technology affordances, and technology-supported intentional learning and knowledge building.