Technology Use in Teacher Training Programs: Lessons Learned From a Systematic Review

• In Event: Professional Practice, Teachers, and Teacher Preparation

Abstract

This project builds on the results of a larger meta-analysis (MA) that addressed the impact of instructional technology on students’ achievement and attitude outcomes (Authors, Under Review). The overall MA synthesized 1,376 achievement and 293 attitude effect sizes from a pool of 1,105 studies investigating technology use in postsecondary contexts from 1990 up to 2010. The current systematic review focuses on the subset of studies that addresses technology use in educational and teacher training programs. Furthermore, the current MA investigates the nature of the most effective pedagogical frameworks supporting successful technology integration. The paper provides preliminary results from the synthesis and moderator analyses of 66 effect sizes (N=3,404) and offers practical implications for academicians and instructional designers.

Authors

• Rana Tamim, Zayed University

• Evgueni Borokhovski, Concordia University

• Robert M. Bernard, Concordia University

• Richard F. Schmid, Concordia University

• Philip C. Abrami, Concordia University

• Anna Sokolovskaya, Concordia University