Mid-Atlantic Regional Technology in Education Consortium   1301 Cecil B. Moore Ave. Ritter Annex 9th Floor Temple University - CRHDE Philadelphia, PA 19122 800-892-5550 215-204-5130 (fax) General Inquires: Laurence Peters Judith Stull   Technical Assistance: Barry Mansfield   Professional Development: Joan Pasternak Temple University Center for Research in Human Development and Education Determinants of Student and Experienced Teachers’ Use of Computers: Ease of Use and Usefulness                                                                                       143 by Claudia Smarkola Temple University Both the U.S. Department of Education and classroom teachers see the need to integrate computer software into the classroom to improve learning and teaching (Scheffler & Logan, 1999). Heinecke, Blasi, Milman, and Washington (1999) suggested a transition from isolated computer practice skills to integration of technologies as tools throughout the learning disciplines. This Techno-Brief reports findings of a study on student and experienced teachers’ computer usage intentions and self-reported computer usage in K–12 classrooms. Making computer integration learning a part of the curriculum is difficult in America’s schools (Smarkola, 2004). Teachers have identified many barriers for integrating computers into the classroom, specifically noting the lack of time, training, technology-related support, and access to current hardware (Becker, 1998).     In order to prepare future teachers to integrate technology in the classroom successfully, researchers have suggested modifications in teacher preparation programs. Wedman and Diggs (2001) commented that teacher education programs have relied on technology utilization courses rather than creating authentic learning environments where technology is pervasive and integral. The International Society for Technology in Education (ISTE) conducted a national survey of 419 institutions, representing 90,000 graduates per year, to investigate technology training in teacher preparation programs. In this study, Moursund and Bielefeldt (1999) found that in general, teacher training programs were not providing students with the necessary experiences to prepare them to use technology effectively in classrooms. They recommended (a) instructional technology integration in education courses (rather than being limited to stand alone classes), (b) instructional technology during student teachers’ field experiences, (c) faculty modeling of instruction technology integration, and (d) technology plans for identifying and disseminating examples of effective technology integration. Findings in the past decade indicate that student teachers feel comfortable or have positive attitudes toward using computers but used or envisioned using computers in a limited way (e.g., drill and practice, tutorial or administration purposes) (Gibson & Nocente,1998). Perhaps this limited use is an outcome of the quality of computer training within teacher preparation programs. Page 1 2 3 4   Next Copyright 2001 © MARTEC