One-hundred ninety-nine literacy professors responded to an online survey about how they teach teachers to integrate technologies in literacy instruction. A multivariate outcome logit/probit model was used to analyze these data to determine how course, institution, and professor characteristics were related to (a) technologies that professors prepare teachers to use, (b) teaching methods that professors use to prepare teachers, and (c) strategies that professors prepare teachers to use in K-12 instruction. Findings showed that while a couple of institutional characteristics were related to teacher preparation, professor characteristics predominantly predicted how teachers were prepared to integrate technologies in literacy instruction, especially professors’ knowledge and comfort with using technologies and their rank. Course characteristics were not statistically significant. Copyright © 2021 AERA21.
|Publication status||Published - Apr 2021|
|Event||2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility" - , United States|
Duration: 08 Apr 2021 → 12 Apr 2021
|Conference||2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility"|
|Abbreviated title||AERA 2021|
|Period||08/04/21 → 12/04/21|