 |
Edited by
Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed,
New York University
Incoming editor: Dr. Lynne Schrum, University of Georgia
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| formerly Journal of Research on Computing in
Education |
Volume 35 Number 1
Fall 2002
When
Technology Meets Beliefs: Preservice Teachers’ Perception of the
Teacher’s Role in the Classroom with Computers
Yu-Mei Wang
University of Alabama at Birmingham
Abstract
This study investigated preservice teachers’
perceptions of the teacher’s role in classrooms with computers. The
teacher’s role was measured
as teacher centeredness versus student centeredness. The study
findings show no significant difference between preservice teachers’
perceptions of teacher-centered roles and their perceptions of
student-centered roles in classrooms with computers. The preservice
teachers
perceived that they were likely to engage in teacher-centered
activities and student-centered activities on an equal basis when
teaching in
classrooms with computers. Nevertheless, when tested on their
choice of computer uses, preservice teachers shifted to teacher-centered
computer uses. There was a significant difference between the
preservice teachers’ choice of teacher-centered computer use and
student-centered
computer use. The preservice teachers would more likely use the
computer as a teacher-centered tool than as a student-centered tool.
Contributors
Dr. Yu-Mei Wang is an associate professor in the School of
Education at the University of Alabama at Birmingham. She conducts
research on
preservice teachers’ IT training models, academic uses of computer
networks, and pedagogical issues related to technology uses.
Download
the full article (PDF, 49 KB, PDF Instructions)
Contact
Dr. Yu-Mei Wang
EB 232C
University of Alabama at Birmingham
Birmingham, AL 35294
ymwang@uab.edu
Copyright
© 2002, ISTE (International Society for Technology in Education).
All rights reserved.
| computer, preservice teacher, student centered, teacher centered |
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