ERIC Identifier: ED389699
Publication Date: 1995-11-00
Author: Abdal-Haqq, Ismat
Source: ERIC Clearinghouse on
Teaching and Teacher Education Washington DC.
Infusing Technology into Preservice Teacher Education. ERIC
This Digest examines the relationship between K-12 teachers' use of
computer-based technologies to deliver and support classroom instruction and the
training provided to prospective teachers by teacher education institutions. It
offers an overview of obstacles faced by teacher educators in providing
appropriate technology instruction and outlines approaches to addressing these
TEACHER USE OF INSTRUCTIONAL TECHNOLOGIES: DEMANDS & OBSTACLES
Several factors have conspired to produce the expectation, and
in some instances the requirement, that today's K-12 teachers possess among
their qualifications the ability to utilize instructional technology,
particularly computer-based technologies. These factors include: (1) the need to
provide relevant and authentic instruction that reflects contemporary and future
social and economic demands on students (Thornburg, 1992); (2) the compatibility
of certain computer-based technologies with newer, research-based approaches to
teaching and learning (Bracey, 1993; Campoy, 1992; Sheingold, 1991; Thornburg,
1992); (3) student and parent expectations (Topp, Mortensen, & Grandgenett,
1995); and (4) guidelines and mandates from federal, state, district, and
professional bodies (Ramirez & Bell, 1994; Thomas, 1994; Widmer & Amburgey, 1994).
The Office of Technology Assessment (1995b) estimates that the number of
computers in K-12 schools increased by 300,000 to 400,000 a year during the past
decade. The total number of computers in schools is estimated to reach 5.8
million during 1995, one for every nine students. Despite this growth, a number
of investigations into computer use in K-12 classrooms have concluded that
computer-based technologies are not being fully exploited by the majority of
teachers. The literature suggests that: (1) relatively few teachers routinely
use computer-based technologies for instructional purposes (Hunt & Bohlin,
1995); (2) when computers are used, they are generally used for low-level tasks
such as drills and word processing (Office of Technology Assessment, 1995b); and
(3) computers are not sufficiently integrated across the K-12 curriculum (Office
of Technology Assessment, 1995b).
The most common reasons given for the low level of computer use in schools
are limited access to equipment and lack of training (Bosch & Cardinale,
1993). A number of studies and reports reveal that both new and veteran teachers
feel inadequately prepared to use computers in their classroom (American
Association of Colleges for Teacher Education, 1987; Bosch & Cardinale,
1993; Topp et al., 1995). In a survey of recent graduates, the Office of
Technology Assessment (1995b) found that while more than half reported being
prepared to utilize drill and practice, tutorials, games, word processing, and
publishing applications; less than 10% felt competent to use multimedia and
presentation packages, electronic network collaboration capabilities, or
OBSTACLES TO TECHNOLOGY USE IN TEACHER EDUCATION
limited use of computers in K-12 classrooms cannot be attributed solely to
preservice teacher education, schools, colleges, and departments of education
(SCDEs) are considered to be lagging behind in meeting the needs of new teachers
to develop technological competencies (Walters, 1992). Critiques of teacher
education's performance in training new teachers generally focus on three areas.
First, teacher educators do not sufficiently model appropriate use of computers
for instructional purposes, either in courses or field experiences (Bosch &
Cardinale, 1993). Second, these programs do not, typically, incorporate
technology across the curriculum (Walters, 1992). Third, the instruction that is
provided to preservice teachers tends to focus more on the older and simpler
instructional applications of computer technology (e.g., computer assisted
instruction, word processing) and less on exposure to and practice with newer,
more sophisticated tools (e.g., electronic networks, integrated media,
problem-solving applications), which support development of students'
higher-order thinking and problem-solving skills (Baron & Golman, 1994;
Office of Technology Assessment, 1995a).
Improving the performance of SCDEs in preparing technologically proficient
teachers will require expanding technology use among teacher educators. Topp et
al. (1995) and Baron and Goldman (1995) identify several obstacles to infusing
technology into teacher education programs. They include: (1) limited
availability of equipment; (2) lack of faculty training; (3) no clear
expectation that faculty will incorporate technology in academic activities; (4)
lack of funds; (5) lack of time to develop facility in using equipment and
software; (6) doubt about the pedagogical validity of using some of the newer
technologies since the appearance of literature about these tools is relatively
recent; (7) lack of technical support; (8) lack of appropriate materials,
particularly integrated media materials suitable for teacher education
instruction; and (9) absence of clear programmatic goals for the teacher
education program as a whole.
An additional obstacle is disagreement among teacher educators about the best
approach to preparing teachers who are proficient in computer-based
instructional technologies. One source of contention is whether computer
literacy courses, which expose preservice teachers to K-12 computer applications
and teach them how to use basic computer tools, should be phased out. Instead of
discrete computer literacy courses, computer instruction would be integrated
into existing methods and foundations courses (Weibe, 1995). A related concern
is the need to infuse technology, in a coordinated fashion, across the college
curriculum, into the liberal arts content areas where students acquire their
subject-area skills and knowledge, as well as the education specialities (Office
of Technology Assessment, 1995a).
CHANGING TEACHER EDUCATION
Within the teacher education
community, efforts are being made to overcome these obstacles. These efforts
appear to fall into two major categories: (1) strengthening the capacity of
SCDEs to prepare teachers to use instructional technology and (2) developing
models and materials.
One example from the first category are the new unit standards (effective
fall 1995) developed by the National Council for Accreditation of Teacher
Education (NCATE), will affect the 475 SCDEs accredited by NCATE. These
standards reflect recommendations from the International Society for Technology
in Education (ISTE) and include guidelines that address content and pedagogical
studies for initial teacher preparation, faculty qualifications, resources for
teaching and scholarship, and facilities for operating the SCDE (Thomas, 1994).
Examples from the second category can be found in the recent Office of
Technology Assessment (1995a) report, Teachers & Technology: Making the
Connection. The report highlights four SCDEs where technology support has become
an integral part of a revised teacher education program. These model programs
are characterized by: (1) a required course for preservice teachers, which
teaches them how to use instructional technologies; (2) exposure to
technology-rich K-12 classrooms; (3) supportive SCDE leadership; (4) collegial
support for change; and (5) close interaction between the SCDE and local
Additional examples can be found in the national study on Technology and
Education Reform. This study, sponsored by the Office of Educational Research
and Improvement, shows how instructional technologies such as microcomputers,
video, multimedia systems, and networks can support and advance school reform
efforts and the associated reform of teacher education (Means, 1994).
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