| The problem. The purpose of this research was to describe the practice of infusing computer technology into the coursework in three California teacher preparation programs in the Early, Developing, and Advanced stages of infusion of computer technology. Two research questions guided the study: (1) What are the defining characteristics of the stages of development that departments of education experience as they infuse computer technology into the teacher education curriculum? (2) What are the processes that occur as departments of education move toward the infusion computer technology into the teacher education curriculum?; Method. The research design followed a three-pronged approach. First, faculty were surveyed for demographic information, their adoption of computer technology stage, and their levels of use of computer technology. Second, in-depth interviews were conducted with a key informant at each site. Third, focus group interviews were conducted at each sites.; Results. In terms of the two research questions, defining characteristics and infusion processes were identified for each program. The defining characteristics revolved around themes of leadership, support, resources, and computer technology use and infusion by faculty and students. The processes in each of the programs produced five stages of infusion development. The most important finding of the study related to the area of support and resulted in a revision of Marcus's formula for the adoption of an innovation. In addition, the type of support needed by faculty was found to vary among the Early, Developing, and Advanced level programs. |
