Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards

Abstract

With a plethora of technology available to support teaching and learning, preservice teachers are expected to become well-versed in technology literacy and competencies through their teacher education programs. This study examined preservice teachers’ perceptions of technology competencies, based on newly issued International Society for Technology in Education (ISTE) Standards for Educators. A mixed-methods design was used to collect data at one of the national universities of education in South Korea. The preservice teachers viewed their current technology education courses as deficient: neither tailored to their technology competency levels, nor strategically aligned with each other. This study suggested that teacher education curricula should be redesigned to offer more and better opportunities for teachers to improve teaching technology skills that can be readily applied to classrooms.

Additional information

Notes on contributors

Eun-Ok Baek

Dr. Eun-Ok Baek is a Professor and the Coordinator of the Instructional Technology Program in the Department of Educational Leadership and Technology at California State University, San Bernardino in the USA. Her research interests include exploring what technology can do for the support of learning and performance, and specifically, the designing of online/mobile learning communities, technoalogy integration in education, STEM education, and the exploration of social-cultural understandings of the adoption of technology.

Young-Hoon Sung

Dr. Young-Hoon Sung is an Associate Professor in the Department of Computer Education at Chinju National University, Gyeongsangnamdo in KOREA. His research interests include computing convergence in education, exploring what technology can do for the support of STEAM and learning environment, and specifically, the designing learning model and framework of novice learners and communities.