STAGES OF COMPUTER TECHNOLOGY INTEGRATION:
Cheri Toledo, Illinois State University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Three teacher education programs were studied to explore the practice of infusing computer technology into the curriculum. The focus of this study was to define the developmental stages that these schools, colleges, and departments of education experienced as faculty and students moved from lower to higher levels of computer technology use and integration. Data was gathered at the participating sites from three sources: teacher education faculty, key informants, and focus groups. Faculty were surveyed for demographic information, their stage of adoption of computer technology, and their computer technology levels of use. In-depth interviews were conducted with the key informants and with focus groups (administrator, key informant, faculty member(s), computer technology support person, and student). This research produced a five-stage model for computer technology infusion into teacher education programs: pre-integration, transition, development, expansion, implementation.
Toledo, C. (2003). STAGES OF COMPUTER TECHNOLOGY INTEGRATION:. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1114-1117). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).