ERIC Number: ED444451
Record Type: RIE
Publication Date: 2000
Information Technology in Teacher Education: A Closer Look. Research Paper: Staying Connected with Professional Development.
In 1998, information was collected on 416 schools, colleges, and departments of education in the United States. Respondents--mostly deans and education faculty--were asked to rate their institutions in terms of a variety of indicators of capacity, including course work, technology facilities and support, skills of graduates, and field experience opportunities. The tentative recommendation of the survey was that teacher training institutions should concentrate on increasing integration of technology throughout their programs through faculty staff development and field experiences rather than on developing additional technology courses. In 1999, a follow-up survey was conducted of those institutions that had above-average ratings on all four factors of technology integration, facilities, field experience, and application skills. Types of responses for each survey item were tallied to identify common themes. Ten tables show the numbers and percentages of respondents providing each type of answer to each question, and the discussion following each table includes excerpts from the narrative responses. Two tables show ratings the respondents gave for the usefulness of various sources of technology training and for technology plans. Responses to the 1999 survey tend to support the theory that infusing technology into teacher preparation requires a comprehensive approach that attempts to balance facilities, faculty professional development, course work, and field experience. (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Milken Exchange on Education Technology, Santa Monica, CA.
Authoring Institution: N/A
Note: Connecting @ the Crossroads, NECC 2000: National Educational Computing Conference Proceedings (Atlanta, GA, June 26-28, 2000); see IR 020 086. This research was conducted using a grant from Intel Corporation; the paper is abridged from the report submitted to Intel.