Elementary school teachers--Training of

The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.

Computer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and what, the "best" colleges of education were teaching in the required technology courses offered in their undergraduate Elementary Teacher Preparation programs. Twenty-four of those schools submitted 30 syllabi and 42 Teacher Preparation Program Surveys. Of the surveys that were returned, 16 were from deans and 26 were from professors. The following findings were determined: (1) The incorporation of technology into teacher preparation was pandemic. (2) An obvious pedagogical shift from behaviorism to constructivism was evident. (3) The syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings. Within each of those two groups, commonality was observed in the use of Bloom's Taxonomy, themes, concepts, and activities. (4) Although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this. (5) A noteworthy difference was noted between the deans of colleges and their instructors as to the perceived preparedness of students to integrate technology into their future teaching and learning. (6) Both instructors and deans indicated that their colleges' provided (a) support for technology, (b) sufficient technology facilities and, (c) ample technology training, yet despite the support, training and facilities noted, faculty technology knowledge was identified by both deans and instructors as low. Technology is most assuredly making inroads into the halls of academia, by virtue of the ubiquitous presence of technology into teacher preparation programs, further, the underpinnings of constructionism and Bloom's Taxonomy are evident. The rate of improvement in faculty knowledge of technology and the disparity between dean and instructor's perception of student preparedness, however, raised cause for concern and further research.