Use and integration of computer-related technology in teaching by preservice teacher education faculty

Schmidt, Denise

doi:10.31274/rtd-180813-10199

Cited by 8 publications

(19 citation statements)

References 20 publications

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“…At the beginning of the TechCo project, inservice teachers from the K-6 partner schools and the ISU preservice teachers completed a 59-item questionnaire that collected data to describe their current proficiency in using technology, their frequency of using technology, the types of barriers they face and support they receive while using technology, and their attitudes toward technology (Schmidt, 1991(Schmidt, , 1995. These data were collected prior to the start of any phase of the project.…”

Section: Descriptive Evaluationmentioning

confidence: 99%

Technology collaboratives for simultaneous renewal in teacher education

Thompson

Schmidt

Davis

2003

ETR&D

107

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The Technology Collaboratives (TechCo) The Technology Collaboratives (TechCo) for Simultaneous Renewal in Teacher Education project, based in the theory of simultaneous renewal, has created both a model and materials for comprehensive integration of technology into a teacher education program. The project recognizes the challenge of helping inservice and preservice teachers and faculty members define and implement technology applications that will expand and enhance curriculum in teacher education and in K-12 schools. Based in a teacher education program that is known for its work in integrating technology in teacher education, the program models truly comprehensive uses of technology to facilitate teacher education renewal. Through mentoring programs, multifaceted professional development strategies, and sharing resources and expertise in a community of learners, the program is creating a sustainable technology-rich teacher education program.

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Section: Descriptive Evaluationmentioning

confidence: 99%

Technology collaboratives for simultaneous renewal in teacher education

Thompson

Schmidt

Davis

2003

ETR&D

107

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“…Chris also reported having little proficiency with LCD panels, scanners, distance education systems, database, spreadsheet, and simulation software. Presentation software and hypermedia programs were areas she reported having no proficiency (Schmidt, 1995 Having a solid background in computer technology, Jim believed that technology can be a valuable educational tool for the classroom (MI: 2/7/96). In his classes many faculty were starting to incorporate technology into their courses, but Jim felt that much more thought is needed on how college students are instructed to teach K-12 students with technology (MI: 2/7/96).…”

Section: Reliabilitymentioning

confidence: 99%

“…Why do I want a computer?" (PI: 5/13/96) When asked how she rated her current proficiency using various instructional technology equipment Dr. Crawford felt moderately proficient using a computer, while feeling she had a little proficiency using a CD-ROM player and LCD panel(Schmidt, 1995). Camcorders, video editors, distance education systems, and laser disc players were technologies at which she felt no proficiency.…”

mentioning

confidence: 99%

“…In terms of computer-related technologies, Dr. Crawford felt moderately proficient with word processing, instructional software (drill and practice), and local area network communications (e-mail). Areas of little proficiency included desktop publishing, simulations, drawing, presentation software, and the Internet(Schmidt, 1995).Using technology was not new to Dr. Crawford. At one time she was a leader in the area of technology in the Curriculum and Instruction department, in that she developed a class on Computers in Reading and Language Arts in 1989.…”

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confidence: 99%

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Student technology mentors for college of education faculty: two case studies

Reinhart¹

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The purpose of this study was to investigate the approach of mentoring two college of education faculty by a graduate student and an undergraduate student. A qualitative case study approach was utilized to examine the mentoring process and its outcomes. Data were collected from two mentoring pairs in the form of journals, observations, interviews, and documents. These case studies provide descriptions and analysis of the mentoring experiences. The data in each case will provide the reader with significant insights into the complexities of student/faculty technology mentoring relationships. (1988) elaborate on the roles and functions of mentors in their development of a conceptualization of mentoring. These roles include teacher, sponsor, encourager, counselor, and befriender. Playing the role of a teacher is characterized by "modeling, informing, confirming/ disconfirming, prescribing, and questioning" (Anderson and Shannon, 1988, p. 40). Through the role of sponsor mentors may protect their proteges from environmental elements or from their own mistakes. The sponsoring role may also find the mentor promoting the protege in the professional and social systems of their environment, by introducing them to other professionals in their field. The Case #1: 'Dr. Crawford and RichardThe first mentoring pair included Dr. Crawford, a full professor in the area of reading and language arts, and Richard, a Ph.D. student in the area of Curriculum and Instructional Technology. As you will see, Dr. Crawford and Richard were only able to partially fulfill the successful mentoring characteristics.The first key to successful mentoring is communication (Gehrke, 1988).Communication is a key to the development of any relationship, and the lack of communication had the most impact on this relationship. During their first meeting, Richard was unable to fully communicate his overall goal of wanting to playa role in integrating technology into Dr. Crawford's instruction for that semester (MJ: 2/1/96). In addition, he was not able to communicate his idea for improving Dr. Crawford's XapShot camera activity. His idea was to create a WWW homepage with pictures on it for K-6 students to write about. The elementary students could then send their stories via the homepage or e-mail to the preservice teachers, who could then respond to the elementary students. In addition, the stories would be available for the preservice teachers to evaluate and discuss in class (MJ: 12/8/95). Although Richard's idea could have been a more compelling learning experience for Dr. Crawford's students, he was unable to fully communicate his idea to Dr. Crawford. Another example of their lack of communication was when expectations were not clearly defined for Richard who was to join Dr. Crawford in the classroom for the XapShot activity. Dr. Crawford did not feel that Richard was there early enough to help her get set up (FJ: 2/8/96). The result was that both Dr. Crawford and Richard were frustrated with

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“…Teacher attitudes toward computer-related technologies have been surveyed (for example. Bitter & Davis, 1985;Center for Educational Statistics, 1986;Killian, 1984;Schmidt, 1991Schmidt, ,1995. In 1982,238 Nebraska K-12 teachers participated in a "Computers in Education Survey" focused on educators' perceptions and expectations of the role of computers (Stevens, 1983(Stevens, -1984.…”

Section: Teachers' Attitude Toward Computers and Computer-related Tecmentioning

confidence: 99%

Effects of a videodisc problem solving approach embedded in constructivist-based instruction in mathematics methods course on preservice teachers' decisions about teaching mathematics strategies and attitudes toward mathematics and technologies

Kim

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This is to certify that the doctoral dissertation of Min Kyeong Kim has met the dissertation requirements of Iowa State University Committee Member Committee Member Committee MeniDer Committee Member Co-Major Professor o-Major Professo For the Majoc/Depaftment uate College Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy.

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Use and integration of computer-related technology in teaching by preservice teacher education faculty

Cited by 8 publications

References 20 publications

Technology collaboratives for simultaneous renewal in teacher education

Technology collaboratives for simultaneous renewal in teacher education

Student technology mentors for college of education faculty: two case studies

Effects of a videodisc problem solving approach embedded in constructivist-based instruction in mathematics methods course on preservice teachers' decisions about teaching mathematics strategies and attitudes toward mathematics and technologies

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