Abstract
Many educational institutions struggle to keep up with technological innovations in order to engage students and prepare them to be competitive in the workforce. Those given the charge to prepare future teachers (undergraduate students) and continue the education of current teachers (graduate students) feel this pressure even more, because of the impact teacher colleges has on teacher quality in K-12 schools. Technology integration is an overwhelming task for educational leaders that extends beyond which technological device to purchase, Consideration must be spent on what pedagogical approaches are effective when implementing technology. Due to the increase of popularity of mobile technology, this study examines barriers to iPad integration in higher education and how the gradual release of responsibility method of instruction can be used to increase graduate teacher candidates’ self-efficacy with iPads.
Recommended Citation
Loewenstein, Wendy
(2016)
"Exploring the Effectiveness of the Gradual Release of Responsibility on Graduate Teacher Education Candidates' Self-Efficacy with iPads,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 1:
Iss.
1, Article 3.
Available at:
https://digitalcommons.unomaha.edu/ctlle/vol1/iss1/3