Preservice Teachers’ Conceptions of Digital Competence: Comparing the United States and China (Poster 6)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

This study investigated and compared preservice teachers’ conceptions of digital competence in the United States and in China. Semi-structured interviews were conducted with 25 participants to discuss their understanding of digital competence. The results indicated that preservice teachers from the United States felt challenged by the fast-changing technology and were concerned with the effectiveness of technology in engaging students. The Chinese preservice teachers demonstrated strong self-efficacy in using basic sets of software required in their future teaching careers and a strong belief that teachers’ technology knowledge needs to be updated constantly. Both of these preservice teachers agree that teachers’ self-initiative can determine the outcome of technology.

Authors

• Lu Xu, University of Illinois at Urbana-Champaign

• Xiao Xu