| This descriptive study examined technology integration into higher education teacher preparation programs. The population was 153 teacher educators from 12 colleges/schools of education in two rural northwestern states. Teacher educators described the current status and importance they placed on: (1) the support they receive for use of technology, (2) their expectations of students to use technology, (3) their personal use of technology, (4) their knowledge of national, state, and local technology standards and requirements, and (5) their integration of technology standards into instructional practices. Self-reported quantitative and qualitative data were collected on a researcher created mail survey instrument.; For technology to be integrated into teacher preparation programs, it must be a systemic effort which includes collaboration by all parties: administrators, faculty, support personnel, and students. Teacher education programs should place a greater emphasis on the impact of technology on society and its implications for education. Teacher educators need much more support from their university to successfully shift from use of computers for personal productivity to integration of technology into their instruction.; Teacher educators are proficient at using word processors and on-line communication. More emphasis is needed on the use of information management and problem solving applications, including spreadsheets, databases, and graphics. They need opportunities to learn how to use multimedia computer applications to support student-centered learning including higher order thinking skills before they will be able to successfully integrate technology into their teaching. More research is needed on types of technology use and methods of integration into instruction. Research is also needed to investigate student perceptions of use of technology and integration of technology standards into teacher preparation programs. |
