Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

Yukiko Inoue-Smith (University of Guam, Guam)
DOI: 10.4018/978-1-7998-5598-9.ch003
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Abstract

Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.
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Literature Review

In a technologically advanced society, business processes require the acquisition of information literacy to maintain a high quality of productivity and efficiency. This means that people need to learn for enhancing their own qualifications and bringing their skills up to date for a new line of work. In reality, “Almost every facet of human life demands knowledge and skills of information and communication technology (ICT)… In this time and age, students cannot claim to be ignorant of the benefits of ICT competences and knowledge to their future prospects” (Osman & Alfred, 2014, p. 12). ICT does impact student learning when students are information literate (or digitally literate) and understand how to integrate ICT into their learning activities. “Digital literacy is a more recent concept than information literacy and can relate to multiple categories of library users in multiple types of libraries” (Cordell, 2013, p. 177).

Key Terms in this Chapter

Teacher-Centered Instruction: A method of teaching where the teacher is actively involved in teaching while the learners are in a passive and receptive mode listening as the teacher lectures.

Student-centered Learning: A method of teaching that focuses on students engaging in learning activities, reflecting on their learning process.

Active Learning: An approach to instruction that involves students in constructing knowledge and taking initiative in learning through discussions, group activities, and case studies.

Teacher Education (or Teacher Training): A higher education program designed to equip prospective K-12 teachers with knowledge and skills so that they can perform their tasks effectively in the classroom.

Technology, Pedagogy, and Content Knowledge (TPACK): The specific knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.

Land-Grant University: An institution of higher learning that receives federal money. Originally created to educate members of the working classes in subjects relating to agriculture, military science, and so on.

Pedagogy: An instructional method and practice of teaching, especially as an academic subject.

Teacher Candidate (Also Known as a Pre-Service Teacher): An individual in a teacher preparation undergraduate program prior to obtaining his or her initial teaching license.

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