Teacher education and computer training
An assessment
Bibliographic Data
| ID | 11260058 |
|---|---|
| Authors | Allen D Glenn (University of Minnesota, corresponding author), Carol A Carrier (University of Minnesota) |
| Year | 1986 |
| Volume | 64 |
| Issue | 1 |
| Pages | 67-80 |
| Publication date | 1986-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619568609538539 |
| OpenAlex | W2013317324 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
A common criticism of computer technology use in today's classrooms is that it does not play an integral role in the instructional process. Teachers appear to use computers only a very limited basis. Although many factors contribute to this situation, teacher training is at the center. Why? Because the teacher has the major responsibility for developing the learning environment, for designing instructional strategies, and for deciding what technology to use. If teachers do not have the knowledge and skills to integrate computers into the instructional process, they cannot be expected to do so. The purpose of this discussion is to review the status of teacher education in technology. In doing so we limit our analysis to computer training and focus on two questions. The first question is, What is the current status of teacher education's responses to the challenges of training teachers to use computers effectively in the classroom? and the second is, Given education's responses what actions should teacher education initiate to continue to meet the challenges of preparing tomorrow's teachers for a technological age? These questions concern educators interested in technology in the schools because there must be a direct link between effective instruction and effective uses of technology. Without understanding this link, emerging technologies will remain on the periphery of the instructional process. In responding to these two questions, we first focus on general issues of teacher education. Using this discussion as a backdrop, we then examine the technology training of teachers in which we describe the type of preparation teachers receive at the preservice and inservice levels. Of particular interest are the findings from the research in educa
Computer-Assisted Instruction · Mathematics education · Medical education · Pedagogy · Teacher education · Training (meteorology · Gender and Technology in Education · Medicine · Online and Blended Learning · Psychology · Teaching and Learning Programming
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 1999 - 1999 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |