This report details findings from “Educational Technology in Teacher Education Programs for Initial Licensure,” a survey that was designed to provide policy makers, researchers, educators, and administrators with timely baseline information on a range of topics involving educational technology and teacher education programs for initial licensure at 4-year postsecondary institutions. Findings suggest that teacher education programs for initial licensure were oriented toward preparing teacher candidates to use educational technology. For example, while about half of all institutions with teacher education programs for initial licensure offered 3- or 4-credit stand-alone courses in educational technology in their programs, many also taught educational technology within methods courses (93 percent), within the field experiences of teacher candidates (79 percent), and within content courses (71 percent). Large majorities of institutions agreed (strongly or somewhat) that their program graduates possess the skills and experience to integrate technology into instruction, and can construct project-based learning lessons involving educational technology. However, institutions reported a variety of barriers that impeded efforts to prepare teacher candidates to use educational technology within both program coursework and field experiences. For example, a majority of institutions reported a variety of moderate or major barriers to the ability of teacher candidates to practice educational technology-related skills and knowledge during their field experiences, including competing priorities in the classroom (74 percent), available technology infrastructure in the schools (73 percent), and lack of training or skill (64 percent), time (62 percent), and willingness (53 percent) on the part of supervising teachers to integrate technology in their classrooms.
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