Examination of technology integration into an elementary teacher education program: One university's experience

Preparing technology-proficient teachers to meet the needs of 21st century learners has emerged as a critical challenge facing teacher preparation programs across the country. This study investigates the perception of preservice elementary teachers regarding the extent to which their institution is providing the experiences needed for them to use information technology in their future practice. A major research institution in Southeastern Ohio was selected as the study site. Sixteen student teachers within three focus groups-fall, winter, and spring-participated in this study. Data collection and analysis were conducted on a continuous basis throughout the 1998--1999 academic year. The study findings indicate that the preservice elementary teachers are not provided with the experiences needed for them to use information technology in their future classrooms. Only one course has a primary focus of information technology in the undergraduate curriculum. The course introduces preservice elementary teachers to "basic" information technology concepts and skills. However, one required course is insufficient in addressing the task of technology integration into the teaching and learning process. The preservice elementary teachers experience somewhat random exposure to information technology in the teaching and learning process in their content and education classes. Most education faculty do not model the use of information technology in their classrooms; therefore, preservice elementary teachers have few opportunities to observe appropriate models of technology usage in the classroom throughout their method and curriculum courses. Preservice elementary teachers have a variety of field experience requirements including student teaching. During their student teaching, they observe scattered examples of technology use by practicing teachers, and very limited modeling of effective technology usage. The most common barriers to technology integration in the classrooms are the attitudes of time, and technical support. The author recommends that in order to increase the technology proficiency of new elementary teachers, teacher preparation institutions should increase the level of technology integration in their own programs. Information technology should be integrated into methods and curriculum courses as well as field components of teacher preparation programs, rather than being limited to stand-alone technology classes.