Distance Education Technologies in Preservice Methods Courses

By Lloyd, Tom; Merkley, Donna et al. | Journal of Technology and Teacher Education, Winter 2001 | Go to article overview
Save to active project

Distance Education Technologies in Preservice Methods Courses

Lloyd, Tom, Merkley, Donna, Dannenbring, Gary, Journal of Technology and Teacher Education

The purpose of this study was to investigate the integration of distance education technologies into a preservice teachers' science methodology course. Specifically, this study (a) explored a model for integrating distance education into the curriculum experiences of preservice science methodology courses, and (b) examined pedagogical issues involved with integrating distance education technologies into a methodology course.


School restructuring efforts nationwide emphasize technology as a learning tool in the delivery and assessment of high-quality curriculum to promote pupils' inquiry, interpretation and sustained engagement (Behrmann, 1988; Collins, 1991; Lockard, Abrams, & Manny, 1997; Sheingold & Hadley, 1990; Zehr, 1998). A growing number of local and state educational units are mandating that teachers use technology and that they help pupils become proficient users of technology to find, synthesize, and apply information (NCATE, 1997). For technology to impact the educational process in K-12 classrooms, however, teacher preparation programs need to produce graduates who are comfortable with and competent in higher level applications of technology tools. Beginning teachers should enter classrooms ready to use technology to enhance pupil learning (Carnegie Forum on Education and the Economy, 1986; Ellery, 1997; Parkay & Stanford, 1992; Simonson & Thompson, 1994; Soloman, 1992). The International Society for Technology in Edu cation (ISTE) has established Foundation standards to address the technology needs of teachers, and in 1995 NCATE modified its general unit guidelines requiring preservice teachers to develop an understanding of and use of technology for teaching and learning (NCATE, 1997).

Unfortunately, there seems to be uneven technology expertise among new teachers. Some reports indicate that new teachers have limited knowledge of how to work in a technology-enriched classroom or how to use varied technologies in their professional practice (Jerald, 1998; U.S. Congress, 1995; Willis & Mehlinger, 1994). Preservice teachers themselves report feeling ill-prepared to integrate technology into their instruction (Becker & Ravitz, 1999; Fratianni, Decker, & Korver-Baum, 1990; Heinich, 1991; Topp, 1996).

It is imperative that varied technologies become a natural part of preservice teachers' total learning environment. Wetzel's technology model advocated a core computer course followed by technology integrated into later education courses (Wetzel, 1993). Thompson (1999) agreed that a single course in technology is only a first step, and does not meet the technology needs of preservice teachers. There seems to be overwhelming agreement that the "required technology course" needs to be complemented by faculty modeling of technology for instructional and administrative tasks throughout the teacher preparation coursework (Becker & Ravitz, 1999; Espinoza & Justice, 1994-5; Handler & Marshall, 1992; Kendall-Mitchell, 1991; Novak & Berger, 1991; Strudler, 1992; Widmer, 1994). White (1995) suggested integration of technology into meaningful classroom activities and application of technology into class projects as forms of instructional modeling. Haile and Payne (1999) enhanced the technology integration model by advoc ating infused technology coupled with a collaborative approach to the learning process of preservice teachers. This has the potential of preparing new graduates for Carney's (1998) "communities" of practice in which collegial interaction among practicing teachers is enhanced by technological innovations.

The evaluators looked for answers to the following questions.

1. How have the attitudes of students concerning the use of distance education technology changed as a result of this experience?

2. What are the relationships between perceived skill and confidence with technology?


The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this article

Cited article

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Distance Education Technologies in Preservice Methods Courses


Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?