ERIC Number: ED432280
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
Mentoring Pre-Service Teachers for Technology Skills Acquisition.
Carlson, Randal D.; Gooden, John S.
There is a great need for increased competency at technology integration by public school teachers. Among the best ways to encourage assimilation of those skills by pre-service teachers is to model the effective use of technology in both college and clinical classrooms. Pre-service teachers (n=410) were surveyed to determine to what degree their professors and supervising teachers were modeling the use of technology. Questions investigated their perceptions of: utilization of 12 different technologies, i.e., word processing, spreadsheet, database, desktop publishing, electronic presentations, the World Wide Web, e-mail, Galileo (a state-wide database), videodisc, satellite television, a statewide two-way distance learning technology, and Channel 1; and modeling of technology skills by undergraduate teacher program instructors in the areas of core classes, professional education classes, and specialized content for teaching classes. The only technology that was used consistently was word processing. This confirms previous research which showed that word processing is the only classroom technology that educators are comfortable using. Differences among the various major professors' modeling of technology skills were also found. Recommendations are provided for technology modeling and ongoing staff development. (Contains five tables.) (Author/AEF)
Descriptors: Computer Uses in Education, Cooperating Teachers, Educational Technology, Elementary Secondary Education, Faculty Development, Higher Education, Preservice Teacher Education, Preservice Teachers, Skill Development, Student Surveys, Student Teacher Attitudes, Student Teachers, Tables (Data), Teacher Educators, Teaching Methods, Teaching Models, Technology Integration, Use Studies, Word Processing
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A