Understanding Stakeholder Perspectives on Technology Infusion in Teacher Preparation

• In Event: Technology Considerations for the Preparation Preservice Teachers

Abstract

This study used Q Methodology and a concourse of 44 statements to obtain teacher education faculty perceptions of how educational technology can influence learning, how confident faculty are in preparing candidates to use educational technology, the state of program design for integration of technology, and leadership and support for faculty and candidate development. Participants were from six universities located across the U.S. Factor analysis identified three factors, with 30 of 31 participants loading on one of the three factors: (1) highly confident faculty with few institutional challenges, (2) faculty with many institutional challenges and less developed teacher preparation programs, and (3) faculty with low confidence and field/partner issues. Qualitative data included participant written comments explaining their Q sorts.

Authors

• Jon M. Clausen, Ball State University

• David W. Rutledge, New Mexico State University

• Arlene C. Borthwick, National-Louis University