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Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations

Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations

Esther Ntuli
Copyright: © 2018 |Volume: 14 |Issue: 3 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781522542544|DOI: 10.4018/IJICTE.2018070104
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MLA

Ntuli, Esther. "Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations." IJICTE vol.14, no.3 2018: pp.41-54. http://doi.org/10.4018/IJICTE.2018070104

APA

Ntuli, E. (2018). Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations. International Journal of Information and Communication Technology Education (IJICTE), 14(3), 41-54. http://doi.org/10.4018/IJICTE.2018070104

Chicago

Ntuli, Esther. "Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations," International Journal of Information and Communication Technology Education (IJICTE) 14, no.3: 41-54. http://doi.org/10.4018/IJICTE.2018070104

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Abstract

This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.

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