Eric.ed.gov – An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development

The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their teacher education preparation programs to professional development training ranging from no experience to applicable experiences to help foster transition into classroom teaching and learning. An effective training system in teacher education programs should be implemented to ensure that, with the presence and introduction of new technology in the classroom, the teachers are equipped with newly developed skills. The technology skills that in-service teachers placed the most value on achieving related to the technology tools associated with their discipline of teaching. The skills of the teachers should be aligned with the technology integration expectations for school adopted technology. Therefore, it is important to ensure that the technology aspect of in-service teaching is applicable to different academic subjects such as reading and math for example.