Crawford_E_Wk6.docx - Week 6 Assignment Research Problem Development Erica Crawford Ed D Educational Technology EDDD 8113 Walden University Exploring

Crawford_E_Wk6.docx - Week 6 Assignment Research Problem...

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Week 6 - 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 lessons 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, candidates viewed instructors as being critical to providing strategies. One study showed 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 not adequately prepared to incorporate technology within their lessons. Due to the lack of novice teachers being unprepared, the school is taking a financial loss because existing technology is not being used. The transition from teacher education into the first year of teaching has frequently been characterized as a period of survival, discovery, adaptation, and learning (Nemsar, 1983). Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in
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developmentally appropriate ways with children by providing hands-on experiences with a range of technologies across content areas (Paciga, Fowler, & Quest, 2019). Teachers participating in a professional event experience-reported increased positive attitudes toward technology integration and were more confident in incorporating computer tasks in their teaching (Amador, Kimmons, Miller, Desjardins, & Hall, 2019). First-year teachers, however begin their careers with a host of developmental and contextual issues that create potential challenges and may affect whether they use technology with their students ( Clausen, 2007). If this problem is not addressed, novice teachers will continue to be unprepared to integrate technology within their lessons, and some students will fall behind peers from schools who have more qualified and technologically savvy teachers. Additional evidence of the problem is provided both locally and from the literature in
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