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Investigating Education Faculty’s Perspectives of Their Experiences in a Technology Project: Issues and Problems Related to Technology Integration
| Content Provider | Semantic Scholar |
|---|---|
| Author | Speaker, Richard Benjamin Wang, Li |
| Copyright Year | 2002 |
| Abstract | The International Society for Technology in Education (ISTE) (1999) stated it is important to study models that are making effective use and integration of technology in teacher education on an ongoing basis. The purpose of this study is to respond to this need by portraying three education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and experiences are the focus of this study. Findings include: (1) the range of previous experiences with technology varies dramatically, but all participants have used some computers for personal and professional tasks; (2) although actively learning to integrate technology and seeing positive impacts on their students, they do not believe that technology is the only tool for effective instruction; and (3) gender, age, social networking, access to current hardware and access to technical support remain issues needing consideration in the design of technology implementation in higher education settings. (Contains 11 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document. Investigating Education Faculty's Perspectives of Their Experiences in a Technology Project: Issues and Problems Related to Technology Integration PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY G.H. Marks Li Wang and Richard Speaker Department of Curriculum and Instruction University of New Orleans U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) frThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: The ISTE (1999) stated it is important to study models that are making effective use and integration of technology in teacher education on an ongoing basis. The purpose of this study is to respond to this need by portraying three education faculty members after they experienced a federally funded technology -based project. Their practices, beliefs, and experiences are the focus of this study. Findings include 1) the range of previous experiences with technology varies dramatically, but all participants have used some computers for personal and professional tasks; 2) although actively learning to integrate technology and seeing positive impacts on their students, they do not believe that technology is the only tool for effective instruction; and 3) gender, agp, social networking, access to current hardware and access to technical support remain issues needing consideration in the design of technology implementation in higher education W settings. Many educators today are facing the issue of integrating technology into their instruction. They no longer limit themselves to textbooks, chalk, and handouts to deliver course content because they are facing an increasing need to adjust their approaches to "teaching, preparing contents and delivering learning materials in accordance with" emerging technologies (Neo & Neo, 2001, p. 328). Some teachers have experienced great success in making effective use and integration of technology, but many teachers are still struggling with technology. This paper examines the beliefs and practices of education faculty regarding their integration and implementation of technology. In particular, what are the perceptions of their experiences after they participated in a year-long project to implement technology in their instruction? |
| Starting Page | 2011 |
| Ending Page | 2016 |
| Page Count | 6 |
| File Format | PDF HTM / HTML |
| Volume Number | 2002 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED477104.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
