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Article
A Phenomenological Study Of Pre-Service Teachers Regarding 21st Century Technology Integration Training
International Journal on Integrating Technology in Education (IJITE) (2015)
  • Christopher Clark, Liberty University
Abstract

The purpose of this transcendental phenomenological study was to understand how in-service teachers with 3-5 years of experience perceived their pre-service training regarding integration of 21st Century technology into instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school district in North Carolina describe college experiences with educational training to integrate 21st Century technology into their classroom lesson plans? Through interviews and a focus group themes were identified through the participant’s perceptions of the phenomena of 21st Century technology integration training. Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or competence began after field placements. Themes were used in developing a list of best practices as articulated by the participants.

Keywords
  • Train-the-teacher,
  • best practices,
  • pre-service technology training,
  • technology integration,
  • traditional licensure training
Publication Date
Spring March 1, 2015
Citation Information
Christopher Clark. "A Phenomenological Study Of Pre-Service Teachers Regarding 21st Century Technology Integration Training" International Journal on Integrating Technology in Education (IJITE) Vol. 4 Iss. 1 (2015)
Available at: http://works.bepress.com/christopher_clark1/2/