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Factors Affecting Technology Integration in Internship Teaching Experiences

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Abstract

The purpose of this research study was to examine preservice teacher technology integration in internship-based teaching experiences. Using mixed methodologies, particular focus was placed on the mentor teacher/preservice teacher relationship and its impact on classroom technology integration. Recommendations are provided to elevate the overall internship-based instructional paradigm from that of direct instruction to more technology-integrated constructivist learning.

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