Understanding Stakeholder Perspectives on Technology Infusion in Teacher Preparation: Educational Technology Faculty Perspectives

• In Event: Factors and Stakeholder Perspectives on Technology Integration

Abstract

The purpose of this study was to explore the perspectives of educational technology faculty related to technology infusion in teacher preparation. We sought to understand educational technology faculty beliefs about how technology can support learning, their confidence using technology, their teacher education programs, and how leadership supported technology infusion at their institutions. Q methodology and factor analysis were used to examine the results of Q sorts completed by 15 participants. Quantitative and qualitative data revealed that participants loaded on two factors, one with participants focusing at a more personal level and one with participants focusing at a program/organization level. Challenges remain to creating program-deep and program-wide experiences infusing technology; however, educational technology faculty can serve in a pivotal role.

Authors

• Jon M. Clausen, Ball State University

• David W. Rutledge, New Mexico State University

• Arlene C. Borthwick, National-Louis University

• Brandy Brown Walker, University of Georgia