Technology Components of Teacher Education Programs
Teacher education programs commonly require an introductory course in technology for some or all preservice teachers. Many such courses emphasize the mechanics of computer use rather than the essential connection of technology and curriculum. A survey of teacher education (Milken Exchange and the International Society for Technology in Education, 1999, online document) found no significant correlation between introductory technology courses and teachers’ ability to integrate technology into classroom teaching. It is when technology is delivered as part of other courses that a high correlation occurs.
It makes sense to conclude that rather than isolating technology in distinct courses, teacher education must integrate and model the use of technology across the program. This is especially true in reading and language arts methods courses through which preservice teachers are prepared to meet the challenge of preparing children for new literacy demands as the form, context, and space for reading and writing changes. Though some university instructors are incorporating technology as an integral part of their courses (see, for example, Dalton, 2000, online document; Grisham, 2001, online document; Maring, Boxie, & Wiseman, 2000, online document), there is still much progress to be made (Web-Based Education Commission, 2000). In order to prepare teachers who may still be teaching in the year 2045, teacher educators today must become knowledgeable about new forms of literacy as well as the most effective methods of incorporating technology into the curriculum.
From “Electronic Dialoguing in a Preservice Reading Methods Course: A Yearlong Study” by Denise Johnson.
Reading Online, www.readingonline.org
Posted July 2002