Preparing preservice teachers for integrating technology into the classroom: role of teacher preparation programs

Abstract

Classroom technology integration for all levels of school-age students has become the expected norm. This places greater demands on teacher preparation programs to graduate preservice teachers who have proficient technology attitudes and skills, but more importantly the ability to create classrooms in which technology provides new and better ways of teaching and learning. In addition to identifying models for technology education, this study found that digital natives do not necessarily bring advanced technology skills with them and that new teachers are less likely to integrate technology into the classroom than experienced teachers.