Exemption Exam for an Introductory Education Technology Course: Findings from Two Years of Use
William R. Wiencke, State University of West Georgia, United States
Journal of Technology and Teacher Education Volume 10, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The need for teachers who are proficient in the use of technology in the classroom has increased dramatically over the past few years. 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 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 a different class in their content area. This article 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. The expected participation in the exam has not materialized. Results from surveys in the introductory course indicate that students do not have the expected level of technology skill and that students who do possess the required skills would rather take the course than a different course in their program area. Recommendations include the retention of the course in the curriculum.
Wiencke, W.R. (2002). Exemption Exam for an Introductory Education Technology Course: Findings from Two Years of Use. Journal of Technology and Teacher Education, 10(1), 119-130. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2002 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
Judy Lambert, The University of Toledo, United States; Yi Gong & Pru Cuper, Keene State College, United States
Journal of Technology and Teacher Education Vol. 16, No. 4 (October 2008) pp. 385–410
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.