Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Przeglądasz jako GOŚĆ
Tytuł pozycji:

Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?

Tytuł :
Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?
Autorzy :
Lei, Jing
Źródło :
Journal of Computing in Teacher Education, v25 n3 p87-97 Spr 2009. 11 pp.
Dostępność :
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: ; Web site: http://www.iste.org
URL :
http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTETeacherEducators/JCTE/PastIssues/Volume25/Number3Spring2009/JCTE_Volume_25_3_Spring_2009_.htm
Recenzowane naukowo :
Y
ISSN :
1040-2454
Deskryptory :
Preservice Teachers, Educational Technology, Assistive Technology, Student Attitudes, Teacher Attitudes, Social Networks, Knowledge Level, Student Surveys, Preservice Teacher Education, Technology Integration, Influence of Technology, Internet, Computer Uses in Education
Abstractor :
As Provided
Liczba referencji :
70
Język :
English
Liczba stron :
11
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
APR2018
Data wpisu :
2009
Numer akcesji :
EJ835233
Czasopismo naukowe
This study focused on "digital natives" as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results reveal that (a) the digital-native preservice teachers reported strong positive beliefs in technology, yet moderate confidence and reserved attitude in using technology; (b) the majority (80%) of them spent the most time on social-communication activities, and only about 10% of them spent the most time on learning-related activities; (c) they were very proficient with basic technologies but were not familiar with more advanced technologies; (d) the scope of their use of Web 2.0 technologies was limited to mainly social-networking Web sites, and they lacked the experiences and expertise in using Web 2.0 technologies with great potential for classroom application; and (e) they lacked experiences and expertise in using classroom technologies, especially assistive technologies. The results suggest that, growing up with technology, digital natives as preservice teachers are savvy with basic technologies and social-communication technologies. However, their technology proficiency is limited by both the narrow scope and the lack of depth of their technology activities. Systematic technology preparation is needed to help them learn more advanced technologies, classroom technologies, and assistive technologies, and more important, to help them make the connections between technology and teaching and to help them make the transition from digital-native students to digital-native teachers. (Contains 5 tables and 2 figures.)

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies