%0 Journal Article
%T The Effects of a Constructivist Intervention on Pre-Service Teachers
%A Kathryn DiPietro
%J Educational Technology & Society
%D 2004
%I International Forum of Educational Technology & Society
%X The purpose of this study was to determine the effect of pre-service teachers  participation in a constructivist intervention supported by technology on their confidence in their own ability to plan and create six technology-supported, constructivist, learning activities, as well as to understand their perceptions of the experience. Participants were 23 pre-service teachers accepted into the College of Education s Masters program at the University of Tennessee Knoxville and enrolled in an introduction to instructional computing course during the summer of 2001. A survey was used to assess pre-intervention confidence levels and experience with six technology-supported, constructivist, learning activities. Students were then situated in a class that employed constructivist methodology to facilitate their own exploration of constructivist pedagogy supported by technology. Once students completed the class, they were asked to re-take the survey. A paired samples t-test was used to compare pre-intervention confidence levels with post-intervention confidence levels. The results revealed a significant difference, p < .001, in each of the six areas. Journals, focus groups, and interviews were used to gain insight into the participants  perceptions of the experience and suggested a reflective process.
%K Technology
%K Teacher education
%K Educational technology
%K Constructivism
%U http://www.ifets.info/abstract.php?art_id=31