A Comparative Study of Preservice and In-service Technological Training for Teachers Within the Southern Association of Colleges and Schools(SACS) Region
Date of Award
Doctor of Philosophy in Computing Technology in Education (DCTE)
Center for Computer and Information Sciences
Marlyn Kemper Littman
George K. Fornshell
Research findings covering a nine year period (1985-1994) revealed long-standing and serious problems in current efforts to effectively use technology in the classroom. The primary objective of this study was to identify technology competencies that may be important for pre service and inservice teachers to be able to demonstrate in the classroom as identified by district technology coordinators and program directors of colleges and universities within the Southern Association of colleges and Schools (SACS) region. An additional objective was to determine the existence of a relationship between preservice and inservice technology training as perceived by the same groups. A survey, consisting of four-point Likert-type importance scales, ranking 60 technology competencies, was sent to a stratified random sampling of 536 people representing 2,682 school districts, colleges and universities within the SACS region. The responses regarding the relationship between inservice and preservice teacher technology training, along with a list of technology competencies generated as a result of this study, could guide the organization of teacher technology education programs in the future.
Vanessa Armstrong Brown. 1994. A Comparative Study of Preservice and In-service Technological Training for Teachers Within the Southern Association of Colleges and Schools(SACS) Region. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Center for Computer and Information Sciences. (425)