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Preparing beginning teachers for technology integration in education : ready for take-off?

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Abstract
The overall aims of this study are to explore 1) how beginning teachers integrate technology in their practice and 2) the connections between teachers’ technology uses and their pre-service education programs. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results revealed that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed.
Keywords
Technology, Follow-up study, Case Study, Beginning teachers, Education, ICT, Teacher Training

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Chicago
Tondeur, Jo, Natalie Pareja Roblin, Johan van Braak, Joke Voogt, and Sarah Prestridge. 2017. “Preparing Beginning Teachers for Technology Integration in Education : Ready for Take-off? .” Technology Pedagogy and Education 26 (2): 157–177.
APA
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education : ready for take-off? . TECHNOLOGY PEDAGOGY AND EDUCATION, 26(2), 157–177.
Vancouver
1.
Tondeur J, Pareja Roblin N, van Braak J, Voogt J, Prestridge S. Preparing beginning teachers for technology integration in education : ready for take-off? . TECHNOLOGY PEDAGOGY AND EDUCATION. 2017;26(2):157–77.
MLA
Tondeur, Jo, Natalie Pareja Roblin, Johan van Braak, et al. “Preparing Beginning Teachers for Technology Integration in Education : Ready for Take-off? .” TECHNOLOGY PEDAGOGY AND EDUCATION 26.2 (2017): 157–177. Print.
@article{7029712,
  abstract     = {The overall aims of this study are to explore 1) how beginning teachers integrate technology in their practice and 2) the connections between teachers{\textquoteright} technology uses and their pre-service education programs. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results revealed that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers{\textquoteright} technology are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed.},
  author       = {Tondeur, Jo and Pareja Roblin, Natalie and van Braak, Johan and Voogt, Joke and Prestridge, Sarah},
  issn         = {1475-939X },
  journal      = {TECHNOLOGY PEDAGOGY AND EDUCATION},
  keyword      = {Technology,Follow-up study,Case Study,Beginning teachers,Education,ICT,Teacher Training},
  language     = {eng},
  number       = {2},
  pages        = {157--177},
  title        = {Preparing beginning teachers for technology integration in education : ready for take-off? },
  url          = {http://dx.doi.org/10.1080/1475939X.2016.1193556},
  volume       = {26},
  year         = {2017},
}

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