Kadijevich, D. (2006). Achieving educational technology standards: the relationship between student teacher's interest and institutional support offered. Journal of Computer Assisted Learning, 22. p. 437-443.

Introductions 

Technology-supported educational technology needs to be implemented in order to change from the traditional teacher-centred instruction to a more student-centred, computer-based instruction.  

The study examines 3 variables: received professional support to attain educational technology standards (Support), teachers’ computer interest to attain the standards (Interest), and teachers’ computer attitude (Attitude)

Subjects were comprised of 39 math student teachers and 62 elementary student teachers. Only the elementary teachers received instruction on the educational technology standards.

Findings 

• Elementary students teachers reported higher support than the math teachers
• There was a positive and significant correlation between support on attitude and of attitude on Interest
• Need to provide the support in order to improve attitude. Once attitude is improved then interest will increase.

Computer attitude influences the acceptance of computers but also their use as professional tools or teaching/learning assistance.

Implications for practice

There is a positive impact from professional development on technology integration. Pre-service training must provide support that helps pre-service teachers develop a more positive attitude towards computer technology. Through interactions, mentors and student teachers can promote teachers’ understanding of when, why, and how to use technology. 

Connections to Subramaniam’s Teachers’ mindsets and the integration of computer technology and shared common themes.

1.  Different variables affect teacher’s computer use in the classroom: Computer attitude influences the acceptance of computers as professional tools or teaching learning assistance. (Kadijevich, 2006) In addition to teachers’ computer attitude, the level of support, and teacher’s interest level may also affect computer use. Subramanian (2007) states that psychological insights infused the participants’ mindsets, which led to different programmes of action when they were teaching with computer technology. Variables such as psychological insights and mindsets also influence teaching actions, and as a result, this may affect how computers are used in schools. 

    

2. Shift in pedagogy: There needs to be a change from the traditional teacher-centred instruction to a student-centred, computer-based instruction. (Kadijevich, 2006) Once we have moved to the computer-based instruction, then we need to move from an educational computing as a skills-based approach to one that incorporates a person-centred vision of technology for education. (Subramaniam, 2007)