Are Preservice Teachers Acquiring Skills in Educational Technology, How and Where? Results of a National Survey.

Autor/in	Bentley, Carol L.
Titel	Are Preservice Teachers Acquiring Skills in Educational Technology, How and Where? Results of a National Survey.
Quelle	(1994), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Literacy; Computer Science Education; Computer Software; Curriculum; Education Majors; Educational Technology; Elementary Secondary Education; Higher Education; Information Dissemination; Skill Development; Student Characteristics; Surveys; Teacher Education; Teacher Educators; Telecommunications + Suchen Sie Ihr Suchwort? Computerkenntnisse; Computer science lessons; Informatikunterricht; Curricula; Lehrplan; Rahmenplan; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationsverbreitung; Kompetenzentwicklung; Qualifikationsentwicklung; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Telekommunikationstechnik
Abstract	A survey was undertaken to acquire information about the preservice training of teachers in technology. The survey considered general information and student characteristics, learning about hardware and software, the dissemination of educational technology, and information about telecommunications technology. Thirty-two surveys were completed by directors of curriculum materials centers in schools of education, a response rate of 64%. While some type of preservice training in the use of educational software was provided at 27 schools, only 16 schools indicated that this training was provided in a required course. The largest collections of software for the use of preservice teachers concentrate on drill and practice programs, followed by problem solving, programming, word processing, staff development, and simulations and game programs. Survey findings suggest that the technological training received by preservice teachers is inconsistent and not focused, and that training in telecommunications is at minimum levels in many institutions. Four tables summarize findings. (Contains 22 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC