Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course

Abstract

This chapter reports a study that examined the effects of an asynchronous blended instructional technology course on teacher candidates' learning. In this course, the online components and the face-to-face components were blended in a unique way. The limited number of face-to-face meetings were mainly dedicated to course introduction and the students' group presentations. Overall, the students perceived that the online learning activities were effective in helping them to learn about the instructional technology. They were satisfied with the blended mode of this course and reported strong self-efficacy in technology integration. Implications in course design, online interactions and group work in blended courses were discussed.