A Study of Preservice Elementary Teachers’ Technology Skill Preparedness and Examples of How It Can Be Increased

The National Survey on Information Technology in Teacher Education (Moursund & Bielefeldt, 1999) supported that "In order to provide models for change, researchers, professional societies, and education agencies should--on an ongoing basis--identify, study, and disseminate examples of effective technology integration that reflect the current needs in both teacher education and K-12 schools" (p. 10). In an attempt to meet this challenge this case paper documents how one university addressed the assessment of technology skills needed by elementary preservice teachers and how it moved to close the gap between those identified needs and the level of elementary student teacher technology preparedness. This procedure could serve as a model for other universities who are facing the same challenge. ********** Our technological-based society is advancing at such a rapid pace that universities are struggling to prepare students with the technology skills needed for today. Millions of dollars are being poured into the purchase of technological equipment for today's classrooms, but the hardware is worthless if classroom teachers are unfamiliar with the function and educational application of the technology. Therefore, teacher training in the use of technology is needed in many of today's schools. Education Week's 1999 National Survey of Teachers' Use of Digital Content conducted by Education Market Research found that "Nearly four out of ten teachers say their students don't use classroom computers at all during a typical week," and 35% of the teachers reported they "haven't had enough training" as one reason they do not use software for instruction (Fatemi, 1999). However, it is a challenge for teacher education programs to determine the skills needed by preservice teachers and to select ways these skills can be inco rporated into a heavy course requirement load. Purpose This study had five purposes, including: (a) to determine the level of preparedness in the use of technology that elementary administrators of the university's service area schools expect of beginning teachers, (b) to determine elementary student teachers' preparedness and use of technology during their student teaching experience, (c) to identify the current level of experiences undergraduate students receive in technology through the required teacher education courses taught at a Midwestern university, (d) to develop and implement curricular adjustments to increase the technology skill preparedness of preservice teachers, and (e) to evaluate the effectiveness of the plan through a follow-up study of elementary student teachers two years later. Statement of the Problem Many preservice teachers are not prepared to use technology in the elementary classroom and there is limited information on what technology skills are currently expected of elementary student teachers during their student teaching experience. Numerous courses in teacher education are not preparing preservice teachers to use technology because specific technology skill needs have not been identified, and there is a lack of technology integration modeled by professors in teacher education courses. REVIEW OF THE LITERATURE Numerous studies have documented the lack of technological preparedness of preservice teachers (Beaver, 1990; Berger, Carlson, & Novak, 1989; Brooks & Kopp, 1989; Roblyer, 1994). More computer experience and preservice training is desired. In addition to providing more experience and training, determining which technology competencies to require has also been a major challenge faced by universities. State standards and guidelines for computer/technology literacy developed by the International Society for Technology in Education (ISTE) (1992), and adopted by The National Council for the Accreditation of Teacher Education (NCATE) (1992), have helped clarify this challenge. Technology Preparedness Studies have shown that preservice teachers are inadequately prepared to use instructional technology and effectively integrate technology into the curriculum (Beaver, 1990; Brooks & Kopp, 1989; Roblyer, 1994). …