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Exploring the Factors to Determine the Competence of Technology Integration for Teacher Candidates

Exploring the Factors to Determine the Competence of Technology Integration for Teacher Candidates
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Author(s): Hae Seong Park (Azusa Pacific University, USA), Joanne Gilbreath (Azusa Pacific University, USA), Daniel Lawson (Azusa Pacific University, USA) and Helen Easterling Williams (Azusa Pacific University, USA)
Copyright: 2011
Pages: 7
Source title: Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education
Source Author(s)/Editor(s): Steven D'Agustino (Fordham University, USA)
DOI: 10.4018/978-1-61692-854-4.ch020

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Abstract

The purpose of this study is to examine the factors to determine the competence of technology integration for teacher candidates. This study utilized data from a 2006 quick-response survey entitled ‘Educational Technology in Teacher Education Programs for Initial Licensure.’ Only 1,350 institutions that have teacher education programs for initial licensure were selected. The result of a hierarchical regression revealed that the extent of institutional training programs for technology explain most variation (33%) of the competence of technology integration of teacher candidates. In addition, the more variation of technology programs an institution employs in its program, the more confidence the teacher candidates possess. The result supports findings from previous research as well as supporting some emphasis on professional development design considerations that may be of value to those planning the similar technology trainings.

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