Title:	EXPLORING PRE-SERVICE TEACHERS’ VIEWS REGARDING USE OF COMPUTER-BASED TECHNOLOGIES IN A TEACHER PREPARATION PROGRAM
Author(s):	Maurice DiGiuseppe, Isha DeCoito, Shawn Bullock, Roland vanOostveen, François Desjardins
ISBN:	978-972-8939-38-0
Editors:	Miguel Baptista Nunes and Pedro Isaías
Year:	2011
Edition:	Volume I
Keywords:	Teacher preparation, information communication technology, confidence, frequency of use
Type:	Full Paper
First Page:	461
Last Page:	472
Language:	English
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Paper Abstract:	Contemporary teacher education programs are charged with the task of preparing teacher candidates for today’s technology-enhanced classrooms. This paper reports on a mixed-methods case study of the role information communication technology (ICT) plays in an eight-month, laptop-based teacher preparation (Bachelor of Education) program at a Canadian university. In this study, teacher candidate experiences with ICT were analyzed in relation to the Techno-Pedagogical Model of Interaction (Desjardins, Lacasse, & Bélair, 2001). Results indicate that teacher candidates entered the teacher preparation program moderately confident in the use of common forms of ICT (e.g., word processors, spreadsheets, Internet browsers) but lacked experience and confidence in using many education-specific digital technologies (e.g., interactive whiteboards, video capture software, computer animation software, presentation software). Teacher candidates experienced some increases in frequency and confidence in using ICTs in the technical, social, and epistemological orders of competency. They also found the university’s laptop program to be very useful for learning to use ICT. Furthermore, teacher candidates’ frequency of use and confidence in using ICT were highly correlated (i.e., the higher the frequency of use, the more confident teacher candidates were in using a particular technology).
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