Perceptions of PreserviceTeachers’ Experiences and Attitudes on Integrating Educational Technology
Patrice C. Boyles

This research presents a quantitative study on usage and perception towards educational technology. The study was conducted online at a public university in the Midwest part of the United States, with 44 females and 11 males who were enrolled in 16-week teacher preparation courses. Participants were presented with a 22-point questionnaire regarding their attitudes, and knowledge using educational technology. With the importance of infusing instructional technology into the curriculum, the study was guided by the question, “Are we preparing our preservice teachers to infuse educational technology into their curriculum?” The research showed that respondents were skilled using a variety of technologies; however, they did not perceive themselves as competent creating an e-portfolio. This is of great concern, given the fact that in 2015, the new edTPA performance assessment policy requires teaching candidates demonstrate their fundamental knowledge and skills of teaching by the way of submitting an e-portfolio.

Full Text: PDF     DOI: 10.15640/jehd.v4n2a10