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

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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: AACE.
Retrieved from http://www.editlib.org/p/5382.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 1, January 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Savilla Banister, Rachel Vannatta, Bowling Green State University, USA

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.

Keywords

• Evaluation
• Collaboration
• Inclusive Education
• Integration
• Preservice Teacher Education
• Professional Development

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