Student Teachers’ Perceptions of Technology in the Schools
Gwendolyn S. Rosenbluth, West Virginia University
Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
For almost 20 years, integration of technology in the classroom has been a focal point for innovation in our nation’s educational system. Two issues have dominated the discussion: the potential of the new technology and the need to effectively “integrate [the technology] throughout their curriculum” (Baron & Orwig, 1993, p. 5). Research on such varying aspects of technology in the schools as attitudes, anxiety, and performance has proliferated as educators attempt to make sound decisions about computer use (Richards, Johnson, & Johnson, 1986). One aspect of the integration of technology which has been studied is the training required for effective use of instructional technology. As in other content areas, the type and amount of training in instructional technology available to teachers varies enormously in quantity and quality. Like other educational innovations, the integration of technology has become an important issue in preservice teacher education programs.
Rosenbluth, G.S. (1994). Student Teachers’ Perceptions of Technology in the Schools. In J. Willis, B. Robin & D. Willis (Eds.), Proceedings of SITE 1994--Society for Information Technology & Teacher Education International Conference (pp. 42-45). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).