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Exemption Exam for an Introductory Education Technology Course: Findings from Two Years of Use
Article

, 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

Abstract

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.

Citation

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. Retrieved June 26, 2019 from .

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