THE EXPERIENCE OF TECHNOLOGY INTEGRATION BY TEACHER EDUCATORS IN HIGHER EDUCATION

by Suess, Patricia Ann

With the advancing use of technology globally, it is becoming essential for K- 12 educators to have knowledge of educational technology and its appropriate classroom use. Thus, it is important for higher education faculty involved in the preparation of those K-12 teachers to achieve technology integration in their teacher education programs. It is not sufficient to simply provide computers and peripheral devices to future teachers. The critical issue is the way in which those tools are used to promote student learning. Therefore, it is necessary for faculty in higher education to model the use of technology as a teaching and learning tool. In order to programmatically influence this change, universities must determine what promotes greater technology use among its teacher educators. This study investigates the development of technology integration by teacher educators in a Midwestern university’s college of education. It explores the experiences of faculty who are attempting to integrate technology in their courses. This study provides insights into the strategies and techniques that have aided one Midwestern university in its struggle to impact technological change in a teacher preparation program. The roles and classification of various components, such as primary and secondary benefits, can be generalized to other settings. Furthermore, the obstacles to technology integration have been identified in a context that informs administration and support personnel. Knowing the barriers should assist institutions in planning to accommodate and overcome these difficulties. The emphasis on systemic change is a critical component in any organization’s strategic plan. This, however, must be balanced by an understanding of the unique aspects of an Suess, Patricia, 2007, UMSL, p.4 educational institution, its constituencies and its employee base. An outcome of this research is a systemic model describing the findings with the participants involved in this study. The model is based on time-availability-benefit factors which create a framework for the teaching and learning process of a single course. Motivation, an attribute of the instructor control, is dependent upon these factors and impacts the change process. Thus, a main result is the existence of this model which can be tested in additional educational settings so that other researchers may elaborate on it. This study does not attempt to address whether or not technology integration is a worthy goal. Instead, it focuses on successful strategies and techniques and opens the door to further exploration of unresolved impedances. Suess, Patricia, 2007, UMSL, p.5