Abstract Multiple case study was used to explore the impact of a modeling approach on pre-service teachers’ self-efficacy and willingness to integrate technology into their elementary lessons. Three primary investigators infused educational technology with a range of objectives into teacher education courses. A survey measured student comfort with and understanding of technology. Student products (lesson plans, websites, reflections) and interview responses were analyzed. The analysis revealed that participants gained knowledge and confidence with technology from instructor modeling, but there was a disparity between what pre-service teachers learned in the college classroom and what they experienced in the elementary classrooms. The implications for teacher education programs are discussed.

中文翻译：

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职前教师对技术使用进行建模的效果

摘要采用多个案例研究来探讨建模方法对岗前教师自我效能感以及将技术融入其基础课程的意愿的影响。三名主要研究者将具有一系列目标的教育技术注入了教师教育课程。一项调查衡量了学生对技术的舒适度和理解程度。分析了学生的产品（课程计划，网站，思考）和访谈回复。分析表明，参与者通过讲师建模获得了对技术的知识和信心，但岗前教师在大学教室中学到的知识与他们在基础教室中学到的知识之间存在差异。讨论了对教师教育计划的影响。