This research is an examination of pre-service teachers’ needs relevant to integrating technology in an online learning environment. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.
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(2) In the future, researchers in the field of technology education can consider how to use film to help students build technological knowledge, develop an interest in technology education, and develop creativity and critical thinking.Ĭhanges in the field of education require teachers’ acquisition of specific knowledge of technology and the skills of its effective use in the classroom. To select appropriate films requires technology teachers to use proper planning and consideration in the topic of hands-on activity. In the future, the following subjects should be considered: (1) most science fiction films ’ themes are not easily integrated into technology education for developing students’ technological creativity. In consideration of the previous discussion, this chapter presents the following conclusions: (1) to effectively use films in teaching, one should consider the film selection, as well as activities and discussion related to the film (2) in the field of technology education, teaching activities covering knowledge, skills, design, and reflection can all be incorporated into the classroom by using film. The main content includes current research into using film, an exploratory study of how film is used in teaching, and suggestions for using film in technology education, based on previous discussion and the development direction of this manuscript. This chapter mainly focuses on exploring the use of film in technology education. Students perceived the lack of resources as the primary barrier to technology integration in their future classrooms. In regards to their attitudinal learning, students perceived the highest growth in their cognitive learning and the lowest in their affective. Results showed that students by far perceived digital badges as the most beneficial aspect of the course to their at-titudinal learning. It also examines their perceptions of the instructional design of the course and the efficacy of digital badges as a learner-centered learning tech-90 Watson, Yu, Alamri, and Watson nology.
This study examines the beliefs and perceived at-titudinal learning of preservice teachers in a technology integration course that utilized digital badges as a way to model effective technology integration. It is therefore important for teacher education programs to integrate technology effectively in their own classes in to illustrate best practices. However, many programs instead focusing solely on technology skills and knowledge and are not designed to establish positive attitudes towards technology integration. Consequently teacher preparation programs should provide courses designed to enhance preservice teachers' attitudes and beliefs towards technology use in the classroom. Preservice teachers' beliefs and attitudes impact the likelihood they will integrate technology in their future teaching.
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