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ERIC Number: ED442797
Record Type: RIE
Publication Date: 2000-Jan
Pages: 82
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Research in Teacher Education. Technology Competencies in Teacher Education. An Evaluation To Guide Implementation of Beginning Teacher Technology Competencies.
Kemp, Leroy, Ed.
This quantitative and qualitative study examined self-reported perceptions of student teachers, inservice teachers, parents, and community members regarding beginning and preservice teachers' levels of technological competence, focusing on (1) how well beginning teachers were able to apply these technology competencies; (2) where the gaps were between the teacher education curriculum and beginning teacher technology competence; and (3) what supports higher education faculty, P-12 administrators, and policymakers need to provide to ensure that beginning teachers can apply expected levels of technology competencies in teaching. Data from surveys and focus groups with student teachers, inservice teachers, parents, and community members indicated that while beginning and preservice teachers did indeed use and infuse technology throughout the curriculum, all of these skills were not acquired during their professional education. The only skills they acquired during their academic training were basic technology skills such as word processing and keyboarding. There was a definite gap in introducing beginning and preservice teachers to emerging technologies. Respondents indicated needs and/or concerns in the areas of: beginning teacher preparation; addressing differing student needs; continuing education for inservice teachers; modeling by faculty; and access to current technology. The appendixes present the surveys, tables and graphs, and a response summary. (SM)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minnesota State Univ., Mankato. College of Education.
Note: "A Research Report Prepared for Minnesota State Colleges & Universities and The Council on Professional Education." Minnesota's Chapter 384 Legislation Teacher Education Technology and Graduation Rule funding supported this research project, printing, and dissemination.