Abstract:
The purpose of this study was to examine the relationship between pre-service teachers' knowledge of instructional technology and their integration of technology during field placements. The Technology Proficiency Self-Assessment Instrument (TPSA) published by the International Society for Technology in Education (ISTE) (ISTE, 2003) was used to assess participants' perceived self-efficacy in using technology. To determine whether participants actually integrated technology into their lesson plans, the authors conducted a qualitative analysis of the lesson plans. The findings corroborated previous research indicating a gap between pre-service teachers' knowledge of technology and their actual use of technology in the field. Further, this study examined potential reasons for the disparity between knowledge of how to integrate technology and the actual use of technology during field placements.
