Teacher Preparation Programs and Technology Integration: Best Practices for Curriculum Design

Differences in teacher preparation program design were investigated by researching conceptions of technology integration for pre-service teachers in both undergraduate and graduate programs.  Participants responded to surveys regarding their technology skills and ideas about technology integration both at the beginning of their program coursework and after completing the technology requirement of their degree program.  Responses were analyzed by program and graduate/undergraduate status in order to assess the impact of stand-alone courses verses an integrated model, and also to investigate changes in all students’ dispositions regarding technology.