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dc.contributor.advisorRobertson, Lorayne
dc.contributor.authorSmith, Shirley Louise
dc.date.accessioned2012-06-20T18:41:56Z
dc.date.accessioned2022-03-25T18:44:36Z
dc.date.available2012-06-20T18:41:56Z
dc.date.available2022-03-25T18:44:36Z
dc.date.issued2012-04-01
dc.identifier.urihttps://hdl.handle.net/10155/235
dc.description.abstractThis study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the teachers are examined with reference to Darling-Hammond‟s (2006) theoretical framework for teacher education, and Mishra and Koehler‟s (2006) TPCK model. The findings indicate that the teachers who participated in this study value the aspects of their preservice program that they can use in their teaching practice. There is also evidence that a preservice program which is infused with technology enables preservice teachers to adopt new pedagogies using technology into their own teaching practice. The intent of this study is to identify areas where the preservice program may be strengthened and to promote further research into technology integration in preservice education.en
dc.description.sponsorshipUniversity of Ontario Institute of Technologyen
dc.language.isoenen
dc.subjectPreservice educationen
dc.subjectTechnologyen
dc.subjectTeacheren
dc.subjectEducationen
dc.subjectTPCKen
dc.titleTeachers' views of their technology-focused preservice education programen
dc.typeThesisen
dc.degree.levelMaster of Arts (MA)en
dc.degree.disciplineEducationen


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