Effectiveness of an Exemption Exam for an Introductory Educational Technology Course
William Wiencke, State Univ. of West Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The need for teachers who are proficient in the use of technology in the classroom has increased dramatically over the past few years. Professional and regulatory organizations with direct and indirect influence on teacher education programs have issued reports, recommendations, standards, and accreditation criteria all aimed at increasing the technology competencies of beginning teachers. The College of Education at the State University of West Georgia established an introductory technology course for all teacher education majors to meet this demand. This survey course provides students with a background in various instructional technologies as well as classroom integration strategies. At the time the course was created, many of the faculty involved believed that many students entering the program would be sufficiently competent in technology to enable them to exempt the course. Those exempting the course would be able to take an additional class in their content area. This presentation will provide an overview on how the exemption exam was created and implemented, as well as a measure of its effectiveness in identifying technology competent students. Additionally, the results of the exam will be viewed in relation to the students beginning the course perceived level of technology expertise.
Wiencke, W. (2001). Effectiveness of an Exemption Exam for an Introductory Educational Technology Course. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1800-1804). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).