{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/235"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/235","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Teachers' views of their technology-focused preservice education program","abstract":"This study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the teachers are examined with reference to Darling-Hammond‟s (2006) theoretical framework for teacher education, and Mishra and Koehler‟s (2006) TPCK model. The findings indicate that the teachers who participated in this study value the aspects of their preservice program that they can use in their teaching practice. There is also evidence that a preservice program which is infused with technology enables preservice teachers to adopt new pedagogies using technology into their own teaching practice. The intent of this study is to identify areas where the preservice program may be strengthened and to promote further research into technology integration in preservice education.","abstract_html":"This study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the teachers are examined with reference to Darling-Hammond‟s (2006) theoretical framework for teacher education, and Mishra and Koehler‟s (2006) TPCK model. The findings indicate that the teachers who participated in this study value the aspects of their preservice program that they can use in their teaching practice. There is also evidence that a preservice program which is infused with technology enables preservice teachers to adopt new pedagogies using technology into their own teaching practice. The intent of this study is to identify areas where the preservice program may be strengthened and to promote further research into technology integration in preservice education.","abstract_has_math":false,"creators":["Smith, Shirley Louise"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Robertson, Lorayne"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-04-01","date_published":"2012-04-01","updated_at":"2026-07-24T05:35:24Z","subjects":["Preservice education","Technology","Teacher","Education","TPCK"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/235","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Robertson, Lorayne"]},{"key":"dc:creator","label":"Author","values":["Smith, Shirley Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-06-20T18:41:56Z","2022-03-25T18:44:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-06-20T18:41:56Z","2022-03-25T18:44:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-04-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Preservice education","Technology","Teacher","Education","TPCK"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/235"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the teachers are examined with reference to Darling-Hammond‟s (2006) theoretical framework for teacher education, and Mishra and Koehler‟s (2006) TPCK model. The findings indicate that the teachers who participated in this study value the aspects of their preservice program that they can use in their teaching practice. There is also evidence that a preservice program which is infused with technology enables preservice teachers to adopt new pedagogies using technology into their own teaching practice. The intent of this study is to identify areas where the preservice program may be strengthened and to promote further research into technology integration in preservice education."]},{"key":"dc:title","label":"Title","values":["Teachers' views of their technology-focused preservice education program"]}]}],"canonical_facts":{"dc:contributor.advisor":["Robertson, Lorayne"],"dc:creator":["Smith, Shirley Louise"],"dc:date.accessioned":["2012-06-20T18:41:56Z","2022-03-25T18:44:36Z"],"dc:date.available":["2012-06-20T18:41:56Z","2022-03-25T18:44:36Z"],"dc:date.issued":["2012-04-01"],"dc:description.abstract":["This study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the teachers are examined with reference to Darling-Hammond‟s (2006) theoretical framework for teacher education, and Mishra and Koehler‟s (2006) TPCK model. The findings indicate that the teachers who participated in this study value the aspects of their preservice program that they can use in their teaching practice. There is also evidence that a preservice program which is infused with technology enables preservice teachers to adopt new pedagogies using technology into their own teaching practice. The intent of this study is to identify areas where the preservice program may be strengthened and to promote further research into technology integration in preservice education."],"dc:identifier.uri":["https://hdl.handle.net/10155/235"],"dc:language.iso":["en"],"dc:subject":["Preservice education","Technology","Teacher","Education","TPCK"],"dc:title":["Teachers' views of their technology-focused preservice education program"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:24Z"}