A formative analysis of how preservice teachers learn to use technology

  A comprehensive, formal comparison of strategies used by preservice teachers to learn how to use new technology has yet to be researched. Understanding the relative strengths and weakness of learning strategies would provide useful guidance to educators and students. The purpose of the current study was to explore the effectiveness of four learning strategies: collaboration, using authentic tasks, formal instruction and exploratory learning. Seventy‐four preservice teachers (25 male, 49 female) were surveyed at the beginning and end of an 8‐month, consecutive, Bachelor of Education programme, with respect to their learning strategies, change in computer knowledge and use of computers in the classroom. Collaborative learning and use of authentic tasks were the most preferred strategies – formal instruction was the least preferred. A collaborative approach to learning was the best predictor of gains in computer knowledge. Authentic tasks and collaborative strategies were significant predictors of teacher use of computers in the classroom. Preference for authentic tasks was the only predictor of student use of computers. Regardless of strategy preference, selecting more than one primary learning tool was significantly correlated with amount learned and use of the computers in the classroom. Ability was not related to strategy preference. Finally, females preferred collaborative approach to learning, although they were significantly more open to using multiple strategies than males.