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Perceptions of Teacher Education Candidates to Digital and Learning Technologies

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

Prince Hycy Bull, Gerrelyn Chunn Patterson, Mahmud A. Mansaray, Yolanda L. Dunston
Copyright: © 2016 |Pages: 22
ISBN13: 9781522501640|ISBN10: 1522501649|EISBN13: 9781522501657
DOI: 10.4018/978-1-5225-0164-0.ch022
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MLA

Bull, Prince Hycy, et al. "Perceptions of Teacher Education Candidates to Digital and Learning Technologies." Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 451-472. https://doi.org/10.4018/978-1-5225-0164-0.ch022

APA

Bull, P. H., Patterson, G. C., Mansaray, M. A., & Dunston, Y. L. (2016). Perceptions of Teacher Education Candidates to Digital and Learning Technologies. In I. Management Association (Ed.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 451-472). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch022

Chicago

Bull, Prince Hycy, et al. "Perceptions of Teacher Education Candidates to Digital and Learning Technologies." In Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 451-472. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0164-0.ch022

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Abstract

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

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