Educational Technology Ray Schroeder, editor, OTEL - University of Illinois at Springfield |
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News, Techniques and Theories of Effective Use of Technology in Education 
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Monday, June 16, 2003
Preparing Technology-Competent Teachers - E. Carol Beckett, Ines Marquez-Chisholm, and Keith Wetzel, THE Journal
Nationally, a large number of graduates from colleges of education feel ill-prepared to integrate technology into their curriculum (Beckett et al. 2001; Congressional Office of Technology Assessment 1995). Although students graduating from the College of Education at Arizona State University West (ASUW) have taken a course on teaching with technology, they did not feel prepared to implement what they learned in their own classrooms (Wetzel et al. 1996; Chisholm, Carey and Hernandez 1998). There are two major factors that influence the feelings of insecurity experienced by recent graduates. First, students do not see consistent or extensive modeling of the use of technology by faculty in preservice classes (Chisholm, Carey and Hernandez 1998). Second, ASUW has limited school sites for field placements where intern and preservice teachers can experience effective technology practices in K-8 classrooms.
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