Administrator Insights, Evaluation, and Support of New Teacher Use of Educational Technology

Heather Donnelly, Lydia Kyei-Blankson

Abstract


Since the advent of educational technology educators have been faced with the challenge of transforming instruction with the goal of providing significant experiences that match 21st century learner needs. While training and professional development have been offered to help prepare teachers, research suggests the continued existence of a digital divide even among new teachers who move from the pre-service stage into the classroom. This is a cause for concern. The question is what are administrators’ thoughts on this issue and what types of educational resources and support are provided to help new teachers in order to help them feel more ready to integrate technology in their teaching when they enter into school employment? The purpose of this qualitative study is to explore principals’ insights on new teacher preparedness to integrate technology and examine the ways in which schools are providing support to help novice instructors meet the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers. The results of this study have implications for the training of teachers, and the development and implementation of school and district-wide technology initiatives that promote and support teacher use of educational technology in teaching and learning.


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DOI: https://doi.org/10.5296/jet.v2i1.6719

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