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Computer Skills and Instructional Activities of Student Teachers and Cooperating Teachers
PROCEEDINGS

American Educational Research Association Annual Meeting,

Abstract

This study examined the computer skills of secondary student teachers and cooperating teachers. Participants were 22 student teachers and 24 cooperating teachers from 8 high schools in 1 district. Participants completed the “Teacher Computer Skill Survey,” which assessed their computer skills, focusing on: general computer use, creating written documents, organizing information, using graphics, presenting information, and Internet use. The study also involved observation of classes, interviews with participants, and examination of student teacher lesson plans and journals. Results indicate that the student teachers had significantly better computer skills than did cooperating teachers. Student teachers scored higher in all areas except general computer use. They felt confident in their ability to implement computer-based lessons but did not do so very often because they felt constrained by the physical arrangements in the schools and by the lack of encouragement from the cooperating teachers. Cooperating teachers reported frustration at the lack of district inservice programs on computer technology. The results suggest that a quality instructional technology class and a committed supervisor in a teacher education program could have a positive influence on the technology use of both student teachers and cooperating teachers. (SM)

Citation

McCoy, L.P. (2000). Computer Skills and Instructional Activities of Student Teachers and Cooperating Teachers. Presented at American Educational Research Association Annual Meeting 2000. Retrieved April 24, 2019 from .

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Cited By

  1. Relationship Between Technology Use by Student Teachers and the Attitude Toward and Use of Technology by Their Cooperating Teachers

    Catherine Brawner, Research Triangle Educational Consultants, United States; Rodney Allen, COMP-AID, United States

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3391–3398

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