Teachers’ needs and preparation to use technology in the U.S. and Japan K-12: Learning from teachers

Authors

Svjetlana Curcic, University of Mississippi
Makito Yurita, Shimane University
Kathryn Young, Metropolitan State University of Denver
Lori Wolff, University of Mississippi
Ziazi Ziazi, National Louis University
Elena Garcia Ansani, Latino Resources

Abstract

A body of literature on the changing nature of knowledge acquisition, teaching, and learning with technology, has been rapidly growing within the last decade. In examining how teachers learn to use technology in the U. S. and Japan, it seems that those processes follow a similar pattern: to some extent, teacher preparation programs prepare future teachers in technology use. Frequently, however, many students learn how to use technology (e.g., various computing devices and software) on their own. Because technology is constantly evolving, it seems that those responsible for regular professional development, such as school districts (U.S.) and the Board for Education (Japan), should be much more engaged in providing up-to-date training in how to use technology, and more importantly, in – how to integrate technology into instruction across curriculum.

Relational Format

journal article

Recommended Citation

Curcic, Svjetlana; Yurita, Makito; Young, Kathryn; Wolff, Lori; Ziazi, Ziazi; and Garcia Ansani, Elena (2015) "Teachers’ needs and preparation to use technology in the U.S. and Japan K-12: Learning from teachers," Journal of Contemporary Research in Education: Vol. 3: Iss. 3, Article 3.
Available at: https://egrove.olemiss.edu/jcre/vol3/iss3/3