Barriers reported by faculty in the program
| Priority | Barrier description |
|---|---|
| 1 | Limited time to design effective technology integration in their coursework |
| 2 | The designated number of credit hours available did not allow for additional coursework focused on emergent technologies |
| 3 | A lack of clear state-level expectations or standards surrounding emergent technology integration and usage |
| 4 | Limited access to technologies for all preservice teachers, especially those from lower socio-economic status |
| 5 | Limited digital literacy of teacher candidates in the program |
| 6 | A lack of a community of professionals dedicated to learning collaboratively about the integration of education technology in courses |
| Priority | Barrier description |
|---|---|
| 1 | Limited time to design effective technology integration in their coursework |
| 2 | The designated number of credit hours available did not allow for additional coursework focused on emergent technologies |
| 3 | A lack of clear state-level expectations or standards surrounding emergent technology integration and usage |
| 4 | Limited access to technologies for all preservice teachers, especially those from lower socio-economic status |
| 5 | Limited digital literacy of teacher candidates in the program |
| 6 | A lack of a community of professionals dedicated to learning collaboratively about the integration of education technology in courses |
Source(s): Table by authors