You are here:

Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education
Article

, , Bowling Green State University, United States

Journal of Technology and Teacher Education Volume 14, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Full Text

Abstract

If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess technology competencies of beginning college students. Colleges must then move beyond these assessments to providing student support for achieving technological competencies. With this type of foundation, teacher preparation programs will then be able to provide students with experiences that nurture powerful technology integration in P-12 settings. This article presents one college's efforts in developing and implementing a mandatory technology skills assessment for beginning teacher education students. A sample of the assessment is provided, as well as scoring checklists, a description of the resources that support student mastery of these skills, and the procedures for administering the assessment, and recording results. The context of continued technology integration in coursework and field experiences is emphasized.

Citation

Banister, S. & Vannatta, R. (2006). Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education. Journal of Technology and Teacher Education, 14(1), 209-235. Chesapeake, VA: Society for Information Technology & Teacher Education. Retrieved April 1, 2023 from .

© 2006 Society for Information Technology & Teacher Education

Keywords

References

View References & Citations Map
  1. Bartlett, A. (2002). Preparing preservice teachers to implement performance assessment and technology through electronic portfolios. Action in Teacher Education, 24(1) , 90-97.
  2. Cer t ipor t. (2004). Internet and computing core certification. Retrieved July 8, 2004, from http://www.certiport.com/yourPersonalPath/ic3Certification
  3. Fabry, D.L., & Higgs, J.R. (1997). Barriers to the effective use of technology in education: Current status . Journal of Educational Computing Research , 17(4), 385-395.
  4. Gomm, S. (2003 , March 25). Computer literacy defined and implemented: A university graduation requirement. Paper presented at the Society of Information Technology in Teacher Education, Albuquerque, NM.
  5. Kemp, L. (2000). Research in teacher education. Technology competencies
  6. MyTarge t. (2004). MyTarge t: Webbased se l f-assessmen t tool. Retrieved July 10 , 2004 , from http://mytarget.Iassessment.org
  7. NCREL. (2004). EnGauge 21st century skills: Literacy in the digital age. Retrieved July 11 , 2004 , from http://www.ncrel.org/engauge/skills/skills.htm
  8. Office of Technology Assessment. (1995). Teachers and technology: Making the connection (No. OTA-EHR-616). Washington DC: Office of Technology Assessment U.S. Government Printing Office.
  9. Reeves, D. (2002). Six principles of effective accountability. Harvard Education Letter, 18(2) , 7-8.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections