Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas

Keith Wetzel, Ray Buss, Teresa S. Foulger, Lee Ann Lindsey

Research output: Contribution to journalArticlepeer-review

35 Scopus citations


In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.

Original languageEnglish (US)
Pages (from-to)89-103
Number of pages15
JournalJournal of Digital Learning in Teacher Education
Issue number3
StatePublished - Jul 3 2014

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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