PRE-SERVICE ELEMENTARY TEACHERS’ PERCEPTIONS OF THEIR READINESS TO TEACH VIA TECHNOLOGY

Michael D. Hardy

Harding University and The University of Arkansas

mhardy14@hotmail.com

Educators are being urged to use technological resources to help learners construct understanding of disciplines and interrelationships between disciplines as well as between disciplines and their lives. However, relevant literature and my own experiences indicate that while most teachers desire to use technological resources as teaching tools, many are or perceive themselves to be ill-prepared to do so (Roblyer & Erlanger, 1999; Dusick, 1998).

In light of this, it appears that preparation programs have emphasized skills and practices that are inconsistent with teachers’ needs. Nevertheless, teacher educators need to take into account pre- and in-service teachers’ perceptions of their needs regarding their preparation to teach via technology. For without taking into account teachers’ perspectives, teacher educators may continue to provide developmental opportunities that are inconsistent with teachers’ needs. Accordingly, the purpose of this research was to gain insight into pre-service elementary teachers’ perceptions of their preparedness to teach via technology. These insights were then used as the basis for recommendations for teacher preparation programs.

References

Dusick, D.M. (1998). What social cognitive factors influence faculty members’ use of computers for teaching? A literature review. Journal of Research on Computing in Education, 31(2), 123-137.

Roblyer, M.D. & Erlanger, W. (1999). Preparing Internet-ready teachers: Which methods work best? Leading & Learning with Technology, 26(4), 58-61.