Are New Teachers Prepared To Use Education Technology?

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Are new teachers prepared to use education technology?

By Liz Kolb, Kiersten Greene and Christie Terry

Categories: Career pathways, Early education, Mentoring & induction, Technology

April 2024

Are we preparing new teachers for today’s technology-rich schools? A multitude of surveys and reports examine the use of technology in K-12 classrooms from both the teacher and student perspective, but what drives those trends, and what role does teacher preparation play? We wanted to know if new teacher graduates are ready to effectively use the technology resources that are prevalent, and even necessary, in schools today. To help us begin to understand the answer and determine if our question merits a large-scale investigation, we designed a small pilot survey that was distributed across the U.S. in 2019. We wanted to hear from early career teachers because they would have the most recent experiences with teacher preparation. We defined early career teachers as K-12 classroom

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References

Ossiannilsson, E. (2019). OER and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. The International Journal of Open Educational Resources, 1(2).

Liz Kolb

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Liz Kolb (elikeren@umich.edu) is a clinical professor of education technologies and teacher education at the University of Michigan.

Kiersten Greene

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Kiersten Greene (kagreene@hunter.cuny.edu) is an associate professor for childhood education in the Department of Curriculum & Teaching at Hunter College. Their most recent scholarship is rooted in making sense of the 21st century classroom experience and explores inquiries related to professional learning, technology infusion, and transinclusive education in teacher education. Recent publications can be found in Contemporary Issues in Technology and Teacher Education, Excelsior: Leadership in Teaching and Learning, and The Language and Literacy Spectrum.

Christie Terry

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Christie Terry (terryce@missouri.edu) is the director of professional development for the University of Missouri Division of Research, Innovation & Impact. Before joining the Office of Research, Terry directed an education-focused outreach and research center at the University of Missouri College of Education and Human Development where she led research grants studying how to scale professional development programs while balancing fidelity and flexibility. Terry serves as a higher education representative on the ISTE+ASCD Board.