Evaluation to Planning: Technology Integration in a School of Education
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Journal of Technology and Teacher Education
Volume 8, Issue 3, 2000
Society for Information Technology & Teacher Education Charlottesville, VA
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This article describes the early stages of technology planning that includes: the development of a technology integration task force; the evaluation of current faculty levels of technol-ogy proficiency, integration, and implementation of the NCATE technology standards within the SUNY Oswego School of Education; and the development of recommenda-tions for a long range technology plan. A primary goal of the task force was that implementation of a long range technolo-gy plan would result in increased proficiencies and class-room integration among education faculty members and would ultimately lead to increased technology proficiency among education students. The evaluation consisted of the administration of two surveys that measured level of technol-ogy proficiency, frequency and type of classroom integration of technology, course implementation of NCATE technology standards for teachers, barriers to technology integration, and desired topics and format for technology training. Sixty-five full time education faculty members were administered the surveys through campus mail. Results (N=45) revealed that moderate to high levels of faculty proficiency and integration were limited to the areas of word processing, e-mail, and In-ternet related activities. The leading predictor of implementa-tion of NCATE standards was not overall proficiency of computer hardware/applications but proficiency in instruc-tional methods of technology integration. Recommendations for long range planning address equipment, faculty training, and programmatic changes.
Vannatta, R.A. (2000). Evaluation to Planning: Technology Integration in a School of Education. Journal of Technology and Teacher Education, 8(3), 231-246. Charlottesville, VA: SITE. Retrieved December 12, 2013 from http://www.editlib.org/p/8037.
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