Preparation versus practice:How do teacher education programs and practicing teachers align in the iruse of technology to support teaching and learning?

Abstract

There has been a renewed push from researchers to determine what information teachers should acquire in preservice programs and how to help them make the most of technology in the classroom. Topics related to technology were ranked by teacher educators and classroom teachers in this survey. Data was gathered from both teacher educators and practicing teachers using a two-phase mixed-methods research approach that used questionnaires and different case studies (interviews, documents). The results show that when it comes to using technology for personal productivity, presenting information, and accessing and using electronic resources to enhance teaching and learning, both teachers and teacher educators have comparable perspectives. When comparing how teacher educators and classroom instructors use technology for student data analysis, professional development documentation, and the promotion of higher-order thinking abilities, there were clear differences. In order to make teacher education programs more relevant for instructors, we suggest ways to include and handle technological issues.