Research findings covering a nine year period (1985-1994) revealed long-standing and serious problems in current efforts to effectively use technology in the classroom. The primary objective of this study was to identify technology competencies that may be important for pre service and inservice teachers to be able to demonstrate in the classroom as identified by district technology coordinators and program directors of colleges and universities within the Southern Association of colleges and Schools (SACS) region. An additional objective was to determine the existence of a relationship between preservice and inservice technology training as perceived by the same groups. A survey, consisting of four-point Likert-type importance scales, ranking 60 technology competencies, was sent to a stratified random sampling of 536 people representing 2,682 school districts, colleges and universities within the SACS region. The responses regarding the relationship between inservice and preservice teacher technology training, along with a list of technology competencies generated as a result of this study, could guide the organization of teacher technology education programs in the future.
| Identifer | oai:union.ndltd.org:nova.edu/oai:nsuworks.nova.edu:gscis_etd-1424 |
| Date | 01 January 1994 |
| Creators | Brown, Vanessa Armstrong |
| Publisher | NSUWorks |
| Source Sets | Nova Southeastern University |
| Detected Language | English |
| Type | text |
| Source | CEC Theses and Dissertations |
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