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Exploring Teacher Candidates’ Experiences, Beliefs And Attitudes To Technology As An Instructional Learning Tool Following Instruction In ATechnology-Rich Classroom

Tony Dipetta*, Vera Woloshyn**

*Associate Professor of Education and Director of the Centre for Continuing Teacher Education, Brock University.

**Professor of Education and Chair of the Department of Graduate and Undergraduate Studies, Brock University.

Periodicity:April - June'2009
DOI : https://doi.org/10.26634/jet.6.1.210

Abstract

The use of so-called, “smart-classrooms” or “e-classrooms” where students have wireless access to the internet, electronic projection and display systems, laptops and hand-held computers are increasingly seen as a means for instructors and students in higher education to create new and personalized understandings of traditional content areas. This study explored the attitudes and beliefs of a group of elementary-level teacher candidates’ and their instructor towards the use of technology in relation to their teacher preparation program and their instructional practices as classroom teachers. Participants’ experiences working with information and communication technologies in their practicum classrooms were also explored as a means of understanding the instructional issues and concerns associated with learning to work with technology in the classroom. Findings are associated with participants’ beliefs and concerns about working with technology, disillusionment about the actual status of technology in the classroom and their views of professional responsibilities and additional duties associated with the use of technology.

Keywords

Teacher Candidates, Instructional Learning, Technology.

How to Cite this Article?

Tony Dipetta and Vera Woloshyn (2009). Exploring Teacher Candidates’ Experiences, Beliefs And Attitudes To Technology As An Instructional Learning Tool Following Instruction In A Technology-Rich Classroom. i-manager’s Journal of Educational Technology, 6(1), 54-65. https://doi.org/10.26634/jet.6.1.210

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