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The researcher designed this qualitative study to identify and explore the preservice technology training experiences of novice teachers and examine their perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS.T). The researcher collected data by following an instrumental case study design utilizing semi-structured interviews, documents, and field notes. Simultaneous collection and analysis of the data helped the researcher to create a deeper understanding of the technology training experiences of novice teachers. The findings were organized into major themes that facilitated interpretation through the lens of ISTE’s Essential Conditions for Implementing NETS for Teachers (ISTE, 2000b). The data analysis revealed three major themes: (a) a disconnect between technology training and other aspects of teacher training, (b) a lack of content-area relevance, and c) inadequate retention and transfer.
Susan Sutton (Thu,) studied this question.