Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies

Abstract

With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001). Although some teacher educators are preparing teachers who have the knowledge and skills to integrate technology into their classrooms, research indicates that graduates are not adequately prepared to teach with technology (JohnsonGentile, Lonberger, Parana, & West, 2000; Strudler, Wetzel, Moursud, & Biefeldt, 1999). A study completed by the National Center for Education Statistics (2000) found that only one-third of the licensed classroom teachers who have computers or Internet access in their classrooms believed they were well prepared to use technology for instructional purposes. Ninetythree percent of those who felt well prepared attributed their confidence to independent learning. Lewis and Finders (2002) found that many new teachers, even those for whom the use of digital technologies was personally comfortable, found it difficult to assimilate classroom use of these tools into their conception of their role as teachers.