Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction

To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding attitude toward technology are shared. The course, Learning with Technology, was a required course in an online master in education degree program. Students were practicing teachers or certified education professionals. Results indicated the majority, 52%, had positive feelings about and were integrating technology into instruction, 28% had positive feelings but cited obstacles to integration, 13% were fully integrating technology, and 7% were not integrating technology at all. Common obstacles to technology integration included knowledge/skills, confidence, access, and time. Based on the findings, implications of and suggestions for the design of TPCK related instruction are shared.