Evaluating NCATE Technology Standards Implementation in a School of Education
Rachel A. Vannatta, Bowling Green State University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This article describes the process of a school of education in its early stages of technology planning that entails: the development of a technology integration task force; the evaluation of current faculty levels of technology proficiency, integration, and implementation of the NCATE technology standards within the SUNY Oswego School of Education; and the development of recommendations for a long range technology plan. Sixty-five full time education faculty members were administered two 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, email and Internet related activities. The leading predictor of implementation of NCATE standards was not overall proficiency of computer hardware/applications but proficiency in instructional methods of technology integration. Recommendations for long range planning address equipment, faculty training, as well as programmatic changes.
Vannatta, R.A. (1999). Evaluating NCATE Technology Standards Implementation in a School of Education. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1483-1488). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).