Home PublicationsJRTEPast IssuesVolume 38 Number 4: Summer 2006

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 38 Number 4 Summer 2006

Evaluating Strategies Used to Incorporate Technology into Preservice Education:
A Review of the Literature

Robin H. Kay
University of Ontario Institute of Technology

Abstract

The following paper is based on a review of 68 refereed journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini-workshops; integrating technology in all courses; modeling how to use technology; using multimedia; collaboration among preservice teachers, mentor teachers and faculty; practicing technology in the field; focusing on education faculty; focusing on mentor teachers; and improving access to software, hardware, and/or support. These strategies were evaluated based on their effect on computer attitude, ability, and use. The following patterns emerged: First, most studies looked at programs that incorporated only one to three strategies. Second, when four or more strategies were used, the effect on preservice teacher’s use of computers appeared to be more pervasive. Third, most research examined attitudes, ability, or use, but rarely all three. Fourth, and perhaps most important, the vast majority of studies had severe limitations in method: poor data collection instruments, vague sample and program descriptions, small samples, an absence of statistical analysis, or weak anecdotal descriptions of success. It is concluded that more rigorous and comprehensive research is needed to fully understand and evaluate the effect of key technology strategies in preservice teacher education.

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Contributor

Robin Kay, PhD, is an assistant professor in the Faculty of Education at the University of Ontario Institute of Technology. He has published more than 20 articles in the area of computers in education, presented numerous papers at ten international conferences, refereed three prominent computer education journals, and taught computers, mathematics, and technology for 17 years. Current projects include research on laptop use in teacher education, discussion board use, learning objects, educational mini-clips, and factors that influence how students learn with technology.

Contact

Robin H. Kay
University of Ontario
Institute of Technology
2000 Simcoe Street North
Oshawa, ON L1H 7K4
Canada
robin.kay@uoit.ca

Copyright © 2006, ISTE (International Society for Technology in Education). All rights reserved.