{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,6]],"date-time":"2026-03-06T07:14:57Z","timestamp":1772781297929,"version":"3.50.1"},"reference-count":32,"publisher":"IGI Global","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2018,7,1]]},"abstract":"<p>This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.<\/p>","DOI":"10.4018\/ijicte.2018070104","type":"journal-article","created":{"date-parts":[[2018,5,10]],"date-time":"2018-05-10T16:16:29Z","timestamp":1525968989000},"page":"41-54","source":"Crossref","is-referenced-by-count":3,"title":["Instructional Technology Courses in Teacher Education"],"prefix":"10.4018","volume":"14","author":[{"given":"Esther","family":"Ntuli","sequence":"first","affiliation":[{"name":"Idaho State University, Pocatello, USA"}]}],"member":"2432","reference":[{"issue":"4","key":"IJICTE.2018070104-0","first-page":"29","article-title":"Design-based research and educational technology: Rethinking technology and the research agenda.","volume":"11","author":"T.Amiel","year":"2008","journal-title":"Journal of Educational Technology & Society"},{"issue":"4","key":"IJICTE.2018070104-1","first-page":"370","article-title":"TPACK: An emerging research and development tool for teacher educators.","volume":"10","author":"E.Baran","year":"2011","journal-title":"The Turkish Online Journal of Educational Technology"},{"key":"IJICTE.2018070104-2","first-page":"519","article-title":"Toward technology integration in schools: Why it is not happening.","volume":"13","author":"J.Bauer","year":"2005","journal-title":"Journal of Technology and Teacher Education"},{"issue":"3","key":"IJICTE.2018070104-3","first-page":"57","article-title":"Concerns about teaching process: Student teachers\u2019 perspectives.","volume":"31","author":"M.\u00c7akmak","year":"2008","journal-title":"Educational Research Quarterly"},{"key":"IJICTE.2018070104-4","unstructured":"CDW-G. 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