Technology and teacher education: An exploration of contemporary realities
type: CreativeWork
description: A review of literature on technology integration and teacher education programs shows that teacher education programs are not adequately preparing students to integrate technology. This study focused on three teacher education programs across the country that have acquired a reputation among their peers for having successfully integrated technology into their programs. In order to gain a deeper understanding, three research questions guided the research: (1) What are the contemporary realities of technology and teacher education programs in the three programs? (2) What are the affordances and constraints around technology integration in the three programs? and (3) What working infrastructure has been established in teacher education programs as potential affordances for technology integration? To answer these research questions, multiple case study techniques were incorporated. Qualitative data were collected through site visits at three teacher education programs. Data sources included observations, in-depth semi-structured interviews with faculty, staff, and students, and examinations of documents and artifacts related to technology. The three case studies played a vital part in understanding which technology integration model succeeded and did not succeed. By using qualitative research methodology, this study provided more lively and convincing stories and perspectives of technology and teacher education programs. This study described the contemporary realities of technology and teacher education programs, the affordances and constraints around technology integration, and the process of creating a working infrastructure in teacher education programs as potential affordances for technology integration. The commitment to integrate technology in the programs was an evolving process. Teacher education programs continuously sought better ways to implement technology integration. One consistent finding across all programs was the lack of technology integration througho…
abstract: A review of literature on technology integration and teacher education programs shows that teacher education programs are not adequately preparing students to integrate technology. This study focused on three teacher education programs across the country that have acquired a reputation among their peers for having successfully integrated technology into their programs. In order to gain a deeper understanding, three research questions guided the research: (1) What are the contemporary realities of technology and teacher education programs in the three programs? (2) What are the affordances and constraints around technology integration in the three programs? and (3) What working infrastructure has been established in teacher education programs as potential affordances for technology integration? To answer these research questions, multiple case study techniques were incorporated. Qualitative data were collected through site visits at three teacher education programs. Data sources included observations, in-depth semi-structured interviews with faculty, staff, and students, and examinations of documents and artifacts related to technology. The three case studies played a vital part in understanding which technology integration model succeeded and did not succeed. By using qualitative research methodology, this study provided more lively and convincing stories and perspectives of technology and teacher education programs. This study described the contemporary realities of technology and teacher education programs, the affordances and constraints around technology integration, and the process of creating a working infrastructure in teacher education programs as potential affordances for technology integration. The commitment to integrate technology in the programs was an evolving process. Teacher education programs continuously sought better ways to implement technology integration. One consistent finding across all programs was the lack of technology integration througho…
author: Bakir, Nesrin
language: en
keywords: teacher education, technology, pre-service, technology integration
date published: 2011-08-26T15:34:20Z
date modified: 2026-07-22T22:25:27Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/26394