Technological Competencies: Implications for Educational Leadership
Robert Blomeyer, National-Louis University ; Rebecca Clemente, Ball State University
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As the use of computers has expanded and diffused through K-12 education, there is movement from learning about technology to using technology as a medium through which learning is augmented (Becker, 1990; Beynon & MacKay, 1993; Blomeyer & Clemente, 1996; Blomeyer & Martin, 1991). Teachers are using an ever-increasing variety of technology in every aspect of the curriculum (Becker, 1990; Blomeyer & Clemente, 1996). This trend is causing some in teacher education to question traditional computer literacy and its place in teacher preparation (Harrington, 1993; Novak & Knowles, 1991; Roberts & Ferris, 1994; Todd, 1993; Wetzel, 1993). The purpose of this paper is to recast the existing idea of computer literacy as a technological competency process.
Blomeyer, R. & Clemente, R. (1998). Technological Competencies: Implications for Educational Leadership. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 1305-1308). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).