Keywords
educational technology trainings
faculty professional development
instructional design
teacher education
technology integration
How to Cite
Abstract
Research suggests that beginning teachers are not prepared to effectively use technology in their classrooms. While many efforts have focused on preparing pre-service teachers to integrate technology in their teaching, little research has focused on identifying internal issues impeding teacher education faculty‘s ability to integrate technology in their teaching. Therefore, the purpose of this study was to identify internal issues that teacher education faculty have when integrating technology in their teaching. Moreover, by identifying these points, discussions emerged, leading to strategies that can be used to systemically support instructors to integrate technology in their teaching. A questionnaire was used to collect data. Some results revealed that faculty limitedly used technologies in their teaching, with the desire to integrate technology at a higher level. In addition, internal processes, continuous education and time were just a few of the barriers that impeded the integration process.
Cómo citar:
Chung, M., Yeh, H.-T., Anderson, M., & Chavez, L. (2014). Identifying issues impeding teacher education faculty‘s ability to integrate technology in their teaching.. Cuaderno de Investigación en la Educación, 29, 59-74. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/13254
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