Professor and institution characteristics: Relations to technology use and teacher preparation in literacy methods courses

Abstract One-hundred ninety-nine literacy professors responded to an online survey. A multivariate outcome logit/probit model was used to analyze these data to determine how professor and institution characteristics were related to (a) technologies that professors use in their courses, (b) technologies that professors prepare teachers to use, (b) teaching methods that professors use to prepare teachers, and (c) strategies that professors prepare teachers to use in K-12 instruction. While some institutional characteristics predicted literacy teacher preparation, professor characteristics predominantly predicted how teachers were prepared to integrate technologies in literacy instruction, especially professors’ knowledge, comfort with using technologies, and their rank.