JOURNAL OF TECHNOLOGY AND TEACHER EDUCATION, V1,N3, 1993 -------------------------------------------------------- The State of the Art in Computer Education: Issues for Discussion with Teachers-In-Training Cleborne D. Maddux, Lamont Johnson, and Steve Harlow Department of Curriculum and Instruction University of Nevada, Reno, NV, 89557, USA Abstract The authors discuss a number of pressing issues confronting the field of educational computing, and call for ongoing debate of these problems by teachers-in-training, and by concerned professionals and professional organizations. Issues discussed include lack of organizational consensus, lack of theoretical and practical consensus, the role of technology in school reform, the proper role of integrated learning systems, the proper role and time for computer integration, and the need to discuss promising new developments while avoiding contributing to "hype." --------------------------------------------------------------------- The Development of Classroom Applications of New Technology in Pre-service Teacher Education: A Review of the Research Niki Davis University of Exeter, School of Education Heavitree Road, Exeter EX1 2LU United Kingdom Abstract The use of computers and other new technologies in the classroom has recently become one of the areas for development in pre-service teacher education in many countries, especially the UK and USA. This paper reviews the literature located by a search of the ERIC database and the national professional associations in the UK and USA. The paper is structured into four sections: (1) cross curricular uses of information technology (IT) in initial teacher training: from course planning to evaluation and student profiling; (2) students' use of IT with pupils; (3) professional development of teacher education instructors; and (4) managing IT development within a college. The aim of the review is to support the action, the research and the dissemination for all those who are developing IT in teacher education. --------------------------------------------------------------------- Using Telecommunications In Teacher Education Catherine Bishop-Clark Miami University, Middletown, OH, 45042, USA Barbara Huston Department of Educational Foundations 406 Teacher's College (ML2) University of Cincinnati, OH, 45221-0002,USA Abstract Telecommunications is creating new educational opportunities for faculty and students in teacher education colleges. This paper discusses an experimental teacher education course which presented a variety of telecommunication activities, including: electronic mail, class conferencing systems, and national and international conferencing systems. Some of the benefits experienced in this course are that: 1) the students gained experience in accessing and using the "large scale" conferencing systems; 2) the students were exposed to a variety of the topics discussed in the conference; 3) students communicated in a professional and scholarly way with students and faculty of other universities. The paper also notes the difficulties and disadvantages that the students using telecommunications encounter. This paper would assist those who are planning or implementing a course in telecommunications. --------------------------------------------------------------------- Preservice Teacher Training in Educational Computing: Problems, Perceptions, and Preparation David C. Byrum Department of Curriculum and Instruction Southwest Texas State University 601 University Drive, San Marcos, TX 7866-4616, USA Cyndy Cashman Emporia State University 418 Redwing Drive, Norman OK 73071, USA Abstract This study examined preservice teachers perceptions of the computer's role in education and the preparation of preservice teachers to teach with computers. Specifically, this study surveyed perceptions of preservice teachers on: (a) their preparation, (b) exposure to educational uses of computers outside educational computing classes, (c) values preservice teachers place on computers in the educational process and the teacher's role, and (d) inhibiting factors perceived to computer usage in the classroom. Subjects (N=436) were education majors from six midwestern universities who had completed a computers in education class and responded to a questionnaire. It was found that 24% of the respondents had been required to develop lesson plans integrating computers, yet 83% felt prepared to integrate computers into the curriculum. Additionally, students felt most prepared to use drill and practice software and preferred to use the computer as a supplement to their normal classroom teaching. --------------------------------------------------------------------- Communication Technology in the Classroom Exploring Implications for Teacher Education: A Case Study Cynthia Szymanski Sunal and Dennis Sunal The University of Alabama Box 870231, Tuscaloosa, AL 35487-0231, USA Anthony J. Scheffler Northwestern State University P.O. 5327, Natchitoches, LA, 71497-0040, USA Abstract The study examined the introduction and implementation of a computer networking project into four elementary school classrooms. Teachers' perceptions, instructional practices, and the students' involvement in the program were observed using qualitative data-gathering techniques. The impact of the project on classroom curriculum and instructional practices and the implications for teacher education were considered. Findings suggest that the teachers acknowledged the value of communication technologies in the classroom. Factors in the context of the school and classroom had evident effects on the mutual adaptation occurring between the teachers and the curriculum change. --------------------------------------------------------------------- Using Videotape and Videodisc Technologies in the Teacher Education Curriculum Donald J. Reyes, Linda Torp, and Alan Voelker Department of Curriculum and Instruction Northern Illinois University, DeKalb, IL 60115, USA Abstract A curriculum perspective offers the teacher educator a strong rationale for integrating technology into instruction. Using technology to help the instructor to achieve a goal or objective strengthens the link between technology and quality education . In this paper, authors discuss the use of both videotape and videodisc technologies to help teacher educators communicate effective teaching concepts to their education students. Both the theoretical rationale and practical implications are discussed. ------------------------------------------------------------------- The Linkwest Project: Comparative Case Studies in Computer Enhanced Teaching and Learning Ron Toomey, Lawry Mahon, and Vijay Thalathoti The Austrailian Centre For Computer Enhanced Learning Victoria University of Technology, P.O. Box 14428, MMC Melbourne, Victoria 3000, Australia Abstract The research literature is virtually silent on how the introduction of Multimedia to classrooms enhances different teaching and learning styles. This paper reports some exploratory research undertaken by the Australian Centre for Computer Enhanced Learning which suggests that the way Multimedia is used in classrooms is significantly influenced by the view of curriculum particular teachers hold. "Interactionist" teachers, pursuing a "constructivist" approach to learning, may find it easier than " interventionist" teachers to enhance their teaching with Multimedia. However, the study also indicates that much more attention needs to be given to understanding the substantive and qualitative differences in the patterns of computer enhanced learning which appear to develop in different classroom contexts. It also proposes a research agenda for understanding better appropriate ways of enabling teachers and children to use Multimedia to enhance the teaching and learning process. ==================================================================== .