Document Type
Article
Publication Date
4-1-2015
Abstract
Both preservice and in-service PK-12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the International Society for Technology in Education’s Standards for Teachers (ISTE Standards-T; previously known as the National Educational Technology Standards for Teachers), into the curriculum. The data from a mixed-method study was analyzed in order to determine the relationship between the preservice teachers, the ISTE Standards-T, and the role technology plays in the curriculum of the teacher preparation program. Results of the analysis indicate that preservice teachers have a minimum ISTE Standards-T awareness at the Literacy level, indicating that they can use technology skills when prompted and explore technology independently.
Department
IT Solutions
Publication Title
Contemporary Issues in Technology and Teacher Education
Recommended Citation
Miller, C. L. (2015). Preservice teachers’ ability to identify technology standards: Does curriculum matter? Contemporary Issues in Technology and Teacher Education, 15(2), 235-254. https://citejournal.org/volume-15/issue-2-15/current-practice/preservice-teachers-ability-to-identify-technology-standards-does-curriculum-matter
Publisher's Copyright and Source
Copyright for CITE Journal articles is retained by the author(s), with first publication rights granted to the journal. CITE Journal is an open-access journal distributed under the terms and conditions of the Attribution-NonCommercial 4.0 International license.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
