Student Teachers and Computer Use: Concerns, Competencies, and Change
Roderick E. Winters, Robert M. Boody, University of Northern Iowa
Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In 1988, the Office of Technology Assessment released the results of a survey of recent graduates of teacher prepara tion institutions across the nation. Two thirds of the graduates questioned in the survey indicated that they did not feel themselves to be adequately prepared to use computers in teaching (Office of Technology Assessment, 1988). From this start a series of recommendations concerning the need for reform of the technology preparation of preservice teachers. Early recommendations focused on the introduction of technology into teacher education coursework. The provision of technology specific coursework was recommended as a starting point (Criswell, 1989; Niess, 1990) followed by modeling of instructional computer use in subject-specific methods courses (Glenn & Carrier, 1989; Oke, 1992). In spite of such recommendations however, a recent study by Sheingold (1991) has concluded that most education majors continue to enter the student teaching experience having seen little demonstration of instructional computer use.
Winters, R.E. & Boody, R.M. (1996). Student Teachers and Computer Use: Concerns, Competencies, and Change. In B. Robin, J. Price, J. Willis & D. Willis (Eds.), Proceedings of SITE 1996--Society for Information Technology & Teacher Education International Conference (pp. 897-900). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).