Crawford_E_W2_8.1 revision.doc - ` Week 2 Assignment Research Problem Development Erica Crawford Ed D Educational Technology EDDD 8113 Walden University

Crawford_E_W2_8.1 revision.doc - ` Week 2 Assignment...

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` Week 2 - Assignment: Research Problem Development Erica Crawford Ed. D Educational Technology EDDD 8113 Walden University
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Exploring Technology Integration in First Year Teachers Background Each year new teachers are graduating and excited to get into their new classrooms. However, there is an issue with education programs that are not taking the necessary steps in providing specific classes for preservice teachers. For example, novice teachers are graduating unprepared for integrating technology within their daily lesson in their class. Schools should be able to rely on teacher preparation programs to ensure that new teachers come to them prepared to use technology in meaningful ways (Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). In a preservice program, there is a vision for technology across a teacher preparation program, not just presented at an introductory level in a single stand-alone technology course. In an innovative preservice language arts and middle school methods course, studies showed that candidates viewed instructors as being critical to providing strategies ( CITAION1, CITATION2 ) . Studies have also shown that classes could be improved by expanding the range of tools and providing more hands-on opportunities, providing more modeling and providing more pedagogical and content instruction that integrates technology (Borthwick & Hansen, 2017). This assignment will focus on a research problem with evidence to support it and the benefits of addressing the issue. Research Problem The problem for this study is that novice teachers are no t being fully prepared to incorporate technology within their lessons . and not knowing how to function with the provided tools . Due to the lack of first-year teachers being uneducated of the use of technology tools that are contained within the school, the school is taking a financial loss because there is the technology that is not being used. Teacher education programs can help preservice teachers be
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better prepared to consume, create, and collaborate in developmentally appropriate ways with children by providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm (Paciga, Fowler, & Quest, 2019). Due to the lack of preparation in preservice programs, the teacher is forced to attend professional developments once they become teachers. Teachers participating in the a professional event experience-reported increased positive attitudes toward technology integration
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