Date of Award

9-1-1994

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

This study examined whether teacher preparation programs were producing teachers with appropriate technological skills to compete successfully in the educational marketplace. The research questions were (1) What were the self-reported technology competency levels of teacher preparation program graduates? (2) What were the current expectations by prospective employers of beginning teachers using educational technology? (3) How comparable were the results between the beginning teachers' self-reported technology competencies and the prospective employers' expectations?The 146 beginning teachers in this study were from two teacher preparation (preservice) programs, at Bemidji State University - Bemidji, Minnesota, and at Winona State University - Winona, Minnesota. The 76 prospective employers in this study were in the Universities' service area and had previously employed graduates from the preservice programs.A 33 item questionnaire based on technology foundations standards as developed by the International Society for Technology in Education was used to determine the teachers' perceived competencies and employers' expectations. Mean values and standard deviations were ranked in descending order and grouped by competency levels. A t test was administered to determine the level of probability and a two-tailed test of significance was used to determine the mean difference between the two groups.Beginning teachers report having lower competencies than employers' expectations and employers report having lower expectations than the standards proposed in teacher preparation programs.The recommendations include: (1) Examine the current and future marketplace for preservice graduates and the institution's capability to meet those needs. (2) Create a permanent, ongoing process of evaluation and assessment of the technology initiatives. (3) Incorporate the use of technology in classroom instruction and in students' assignments during the general education portion of the students' coursework. (4) Establish reasonable expectations for preservice faculty to develop technological competencies. (5) Provide time, support, resources, and incentives for faculty training. (6) Require a computer competency prerequisite for students wishing to be admitted to teacher preparation programs. (7) Strengthen the linkage between schools of education and area public schools. (8) Place a greater emphasis on understanding the learning process in order to know how technology may influence instructional design, development, and teaching strategies.

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