Evaluating Strategies Used To Incorporate Technology Into Preservice Education

TLDR

This review examined 68 peer‑reviewed articles on technology integration in preservice teacher education. The study calls for more rigorous research to evaluate the impact of key technology strategies in preservice teacher education. The authors assessed the strategies by measuring their effects on preservice teachers’ computer attitudes, abilities, and usage. The review identified ten key technology strategies and found that studies using four or more strategies had more pervasive effects on preservice teachers’ computer use, yet most research examined only one of attitude, ability, or use and suffered from methodological weaknesses.

Abstract

The following paper is based on a review of 68 refereed journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini-workshops; integrating technology in all courses; modeling how to use technology; using multimedia; collaboration among preservice teachers, mentor teachers and faculty; practicing technology in the field; focusing on education faculty; focusing on mentor teachers; and improving access to software, hardware, and/or support. These strategies were evaluated based on their effect on computer attitude, ability, and use. The following patterns emerged: First, most studies looked at programs that incorporated only one to three strategies. Second, when four or more strategies were used, the effect on preservice teacher’s use of computers appeared to be more pervasive. Third, most research examined attitudes, ability, or use, but rarely all three. Fourth, and perhaps most important, the vast majority of studies had severe limitations in method: poor data collection instruments, vague sample and program descriptions, small samples, an absence of statistical analysis, or weak anecdotal descriptions of success. It is concluded that more rigorous and comprehensive research is needed to fully understand and evaluate the effect of key technology strategies in preservice teacher education.