http://www.netc.org/preservice/#prep
The Northwest Regional Profile:
Integration of Technology in Preservice
Teacher Education Programs
Dr. Mary Queitzsch
January 1997
TABLE OF CONTENTS
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
ACKNOWLEDGMENTS
INTRODUCTION
[Preparation of New Teachers] [Needs and Challenges]
[Modeling Use of Instructional Technology]

NORTHWEST PRESERVICE TEACHER EDUCATION
SURVEY
[Method] [Results] [Institutional Information] [Preservice Technological
Preparedness]
[Major Challenges Faced in Integrating Technology]
[Special Funding] [Goals and the Role of Technology]

CONCLUSION
ACKNOWLEDGMENTS
The Northwest Regional Profile: Integrating Technology in
Preservice Teacher Education Programs was planned and prepared
by the Northwest Educational Technology Consortium (NETC) of the
Northwest Regional Educational Laboratory (NWREL). Providing
generous direction and oversight were Dean Robert Everhart, Portland
State University, Dean Dale Gentry, University of Idaho, Dean Allen
Glenn, University of Washington, Dean Dan King, University of
Wyoming, Dean Carol Merz, University of Puget Sound, and Dean
Donald Robson, University of Montana-Missoula. Dr. Mary
Queitzsch, NETC, was responsible for directing the writing and
production of this report. Carol Gross, Portland State University,
assisted in the writing of the summary. Special thanks go to all the
schools and colleges of education which participated in this research
endeavor.
Alaska Pacific University
Antioch University
Boise State University
Carroll College
Central Washington University
City University
Concordia University
Eastern Washington University
Evergreen State College
George Fox College
Gonzaga University
Heritage College
Idaho State University
Lewis and Clark College
Lewis-Clark State College
Linfield College
Montana State University Billings
Montana State University Bozeman
Northwest College
Northwest Nazarene College
Oregon State University
Pacific Lutheran University
Pacific University
Portland State University
Ricks College
Seattle Pacific University
Seattle University
Sheldon Jackson College
Southern Oregon State
College
St. Martin's College
University of Alaska Anchorage
University of Alaska Fairbanks
University of Idaho
University of Montana Missoula
University of Oregon
University of Portland
University of Puget Sound
University of Washington
University of Wyoming
University of Great Falls
Walla Walla College
Warner Pacific College
Washington State University
Western Montana College
Western Washington
University
Whitman College
Whitworth College
Willamette University
Funding for this project was provided by the Northwest Educational
Technology Consortium (NETC), which serves the states of Alaska,
Idaho, Montana, Oregon, Washington and Wyoming, working in
collaboration with state educational agencies, school districts, and
universities.
INTRODUCTION
New teachers entering classrooms in the mid 1990s and beyond must
have training and skill to merge today's technologies into learning
activities/strategies that will stimulate and maintain student interest,
and at the same time prepare young people for the world they live in.
(Barker, 1993)
This report briefly reviews recent literature concerning the integration
of technology into the preservice teacher program, identifies some of
the challenges encountered by colleges of education in seeking to
reach this goal, and describes some of the model for infusing
instructional technology into the curriculum. The literature review
provides a context for technology use in preservice teacher education
programs in the Northwest.
Preparation of New Teachers
Colleges of education are seeking to provide beginning teachers with
the skills, knowledge and attitudes necessary to infuse technology into
the instructional process. It is not an easy task. In 1995, the Office of
Technology Assessment (OTA) report, Teachers and Technology:
Making the Connection, noted that although advances have been
made, in far too many colleges, technology is not central to the
teacher preparation experience in most colleges of education;
technology instruction in colleges of education is teaching about
technology as a separate subject, not teaching with technology across
the curriculum; and that even though placing students with
technology-using teachers in technology-rich environments can
provide valuable apprenticeships and can extend the quality and
quantity of "hands-on" technology experience for many teacher
candidates, such placements are not always easy to find.
The OTA report did find in institutions where technology was being
infused that the following characteristics were evident:
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Administrators, especially deans, are key
players in any effort to improve teacher
preparation programs.
Technology forged stronger connections among
student teachers, mentor teachers in classrooms
and university faculty, whether through lab
schools, professional development schools, or
traditional student placement activities.
Electronic networks can provide a safety net for
communication, knowledge, and experience for
student teachers in the field, as well as for new
teachers launching their careers.
Tomorrow's colleges of education and schools will look much like the
one described by Chris Dede in 1985 where technologies will link
school computers to services providing databases, research engines
(such as ERIC), electronic mail, electronic libraries and other services.
"Information utilities may be the best innovation in schools since
chalk!" (Dede, 1985, 118). In order to work effectively in these
environments, college faculty and teachers must be literate and
confident in using technologies, as well as in developing strategies for
implanting the technology.
While Dede may have had a broad vision of what would be in the
classroom, the present concept of educational technology has not been
well defined. "In educational circles mention the word 'technology'
and most will defer to technology as computers" (Muffoletto, 1994).
In a research study, Rezabek (1993) found that of a group of 106
preservice teachers who were asked to map their ideal classrooms, 75
percent included electronic learning resources. Seventy-three percent
included computers. A quarter of the preservice teachers included
video technology in their maps and,17 percent included audio media.
Two resources noted the competencies or skills preservice teachers
should acquire. McFadden and Johnson (1993) describe the Alabama
Plan, designed to prepare practicing teachers and preservice education
students with technical skills to foster a wider use of technology in the
classroom. The article lists 25 primary computer skills and 13 primary
instructional-design skills for teachers. Boise State University has
identified 135 computer competencies that a student must meet in
order to graduate (Thorsen, 1995).
Needs and Challenges
With the fast-paced changes in the learning environments, several
needs and challenges appear at the higher education level. The
American Association of State Colleges and Universities' (AASCU)
report entitled Changing Course: Teacher Education Reform at State
Colleges and Universities (1995) is a compendium of over 200
successful reform initiatives. Of this group, 10 vignettes focused on
integration and/or use of technology. The common needs of these
institutions included:
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Research
Access to equipment and connectivity
Professional development -- skills and
pedagogy
Logical scheduling/sequencing of courses
Funds for initial cost and continuous
maintenance
Building partnerships with schools and
businesses
Placing more teachers in the field
Many challenges face deans of education as they encourage the
integration of technology into the preservice program. Even with a
cooperative administration and a program in place for teaching and
integrating technology, successful integration is not assured. One
college that received part of a $1.4 million grant to install multimedia
equipment, college-wide networking, and to conduct faculty
workshops, found that after 18 months of the project, few faculty were
using the skills or the products provided. Barker concluded that even
with sufficient funding, changing attitudes towards integration of
technology can be very challenging for a college faculty (Barker
1994).
"Although everyone is expected to possess and use the skills
necessary to move into the 21st century, few educators have had the
opportunities and experiences necessary for successful
implementation." (Shrum, 1995, p.1) Preservice education faculty
reluctance to become comfortable with technology and integrate it
into their classrooms is a major concern of surveyed deans. Several
articles and papers address this problem and offer suggestions. In two
articles, Pina and Harris (1993, 1994) described several strategies for
preservice teachers that have been successful in reducing computer
anxiety and increasing computer confidence. Recognizing that
instructors feel resistant to the integration of technology into their
classroom instruction, the authors have included recommendations for
teacher educators. Some of the strategies discussed include:
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Encouragement to play
Making used and opened equipment available
for poking and prodding to see what's inside
Replacement of overhead transparencies with
LCD technology and presentation programs
Drawing, painting and creating with computers
Over-emphasizing educational technology can lead to problems.
According to Campoy, computerization does not necessarily support
instructional goals. It is a misconception to believe that technology
alone is a quick fix to educational problems. She suggests that
technology must be accompanied by a restructuring of educational
practices and, if used properly, can "promote the type of learning
described as most beneficial to student development." (Campoy, 1992,
p.20)
Modeling Use of Instructional
Technology
It is one thing to have technology available, but it is a different issue
to have to use it as an instructional tool or method. In a paper
describing a model for technology integration into teacher education,
Topp (1995) identifies three key elements for success: equipment,
faculty training and expectations. Faculty should have the necessary
equipment, be expected to actively include technology in their
teaching, and they should be trained in the use of technology.
According to Topp, every faculty member must have a computer on
the desk and know how to use it. The computer becoming a necessary
tool for the teacher is logically followed by the use of the computer in
the classroom.
Barker (1993) noted that teachers who are literate and confident in
using technologies, as well as in developing strategies for implanting
the technology, will be the catalyst for improving education in this
country. He makes several suggestions for successfully modeling and
integrating technology into professors' classrooms:
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An electronic classroom that utilizes a wide
variety of equipment
Portable technology/learning stations that can
be moved from location to location as needed
to provide technology in different settings
Multimedia development/production laboratory
Distance learning center utilizing
telecommunications for exchange of ideas with
remote locations
An instructional video program that would
produce segments locally
In another paper, Barker (1995) describes a model developed at
Western Illinois University to prepare instructors and preservice
teachers with knowledge and expertise in a wide variety of
technological resources. The model was funded by a $500,000 grant
and, among other things, helped teacher education faculty model the
use of technology and integrate it into their classrooms.
NORTHWEST PRESERVICE
TEACHER EDUCATION SURVEY
The Northwest Educational Technology Consortium (NETC) teacher
education planning council, composed of six Northwest deans of
colleges of education, met in the spring of 1996. They stated the need
to collect data from all four-year colleges and schools of education in
the Northwest region. A dialogue on a listserv was opened concerning
integration of technology in the preservice teacher education program.
The purpose of the dialogue was to encourage collaboration among
the colleges inter- and intra-state prior to a forum where the deans
would convene to discuss this issue.
Method
To document the context in which technology was used in teacher
preservice education in the Northwest, a survey was designed in
January 1996 and piloted by the preservice teacher education planning
council. Upon approval of the council, the survey was sent to all fouryear colleges and schools of education in the Northwest (Alaska,
Idaho, Montana, Oregon, Washington and Wyoming). The Northwest
region currently has 54 four-year public and private colleges or
schools of education: five in Alaska, seven in Idaho, seven in
Montana, 15 in Oregon, 19 in Washington and one in Wyoming. The
estimated number of undergraduate preservice teacher education
students served by these institutions is approximately 20,500.
The survey consisted of a mix of open- and closed-ended questions. A
44 percent response was achieved during the first round (May 1996).
A second mailing was issued to the non-respondents in early
September 1996. A follow-up e-mail/fax was sent two weeks later.
The ensuing response rate was 89 percent. The results were
synthesized and tabulated.
Results
To reflect the content of all the data gathered, the information was
synthesized under the following five areas:
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Institutional information
Preparation of preservice teacher education
students to use educational technology
Major challenges faced in integrating
technology
Special funding
Future goals
Institutional Information
The issue of access to technology was addressed by asking the deans
of education if their faculty and students had access to technology and
what type of hardware and support are available. Table 1 summarizes
the data.
Table 1: Availability of Technology in the Preservice Teacher
Education Program
(n=48 N=54)
Faculty
Do faculty have individual PC workstations?
Are faculty workstations linked to the Internet?
Yes
42
40
No
4
6
Students
Do students have access to a computer lab in your
building?
Do students have e-mail accounts?
Yes
No
43
3
39
7
Hardware
The dominant hardware operating system used
Mac DOS
32
20
Distance Learning
Do you have satellite downlink capabilities in your
building?
Do you have satellite uplink capabilities in your
building?
Yes
No
19
25
7
36
Support
Are technology support staff provided?
Yes
39
No
5
Institutional
Is there a line item in your budget for technology?
Is there an institutional technology plan for the entire
campus?
Is there a faculty inservice training in technological
applications available for all faculty?
Yes
28
No
18
37
8
34
11
Access. The access response for faculty and students was high.
Approximately 90 percent of the college of education faculty have a
PC workstation and 90 percent of the students have access to a
computer lab in the education building. Approximately 85 percent of
the faculty workstations are linked to the Internet and 85 percent of
the students have e-mail accounts.
Operating System. Preference for the dominating operating system
was split. Many of the colleges used both Mac and DOS, equally.
Sixty-eight percent said they used Macs and 42 percent used DOS. In
83 percent of the cases, technology support staff was provided.
Satellite Capability. For satellite uplink and downlink capabilities,
40 percent of the colleges responded that they had downlink
capability, but only 15 percent had uplink capability.
Plans and Budget. At the institutional level, 60 percent of the schools
have a line item for technology in their budgets. Seventy-nine percent
said there was an institutional technology plan. Seventy-three percent
of the institutions have available faculty inservice training in
technological applications.
Integration. When asked how well technology was integrated into the
preservice teacher education courses, 10 percent replied 'Very Well,'
38 percent 'Well,' 35 percent 'Fair,' and 13 percent 'Poor.'
Preservice Technological Preparedness
All the universities had incorporated technology to some extent in
their program. Some schools mentioned pre-admission and/or exit
requirements. There was a wide range of schedules and techniques for
measuring the technological preparedness of their preservice students.
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Five percent of the colleges required
demonstration of computer literacy as a preadmission requirement.
Sixty-four percent of the respondents indicated
that they required students to complete specific
course work in educational technology.
None of the respondents who cited computer
literacy admission requirements mentioned
coursework specifically required within their
program. Rather, those students are exposed to
technology by integration throughout the
regular classes.
Approximately 10 percent of the colleges offer
optional educational technology to their
students during their course of studies.
Required education technology courses varied greatly from institution
to institution. While some colleges required only one introduction
course, others required students to take several classes covering
hardware and software including MAC and PC formats, KidPix,
Printshop, Hyperstudio, gradebooks, newsletter creation, e-mail,
Internet, World Wide Web, presentation software, video tape, laser
disks, digital cameras and other AV equipment. One example of a
class offering "introduces the student to technology available, how to
rate it for appropriateness, how to integrate it, how to obtain
[educational copies] as well as [introducing] controversies
surrounding technology in the classroom." (City University,
Washington) Several schools require students to integrate educational
technology into a curriculum unit or portfolio and apply that
knowledge in their field experience.
At least eight responding colleges provided Internet and e-mail access
to their students. Among other things, these students were using the
technology to:
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Access information about jobs using universitycreated, on-line listings
Access the Internet and World Wide Web in a
number of educational courses
Communicate with other parts of the university,
subscribe to and use electronic discussion lists
for information distribution
Collaborate on performance tasks and cohort
dialogue
Prepare public HTML pages and research
different servers
Four respondents indicated having technology standards that students
must meet in order to graduate from their programs. Boise State
University's School of Education has an "Educational Technology
Competence Assessment" required for graduation. An assessment tool
has been developed to ensure that all graduates have achieved the 135
technical competencies. A lab manual and checklist on the School of
Education's Web server will offer students the ability to work on their
own to meet the competencies, or they can take an optional one-credit
course.
Major Challenges Faced in Integrating Technology
The major challenges to integrating technology were divided into five
categories: preservice curriculum, hardware, college faculty, school
placement sites and other.
Preservice Curriculum. The University of Idaho succinctly identifies
the major areas of concern many of the survey respondents stated:
The biggest challenges are for faculty to acquire the expertise and
knowledge of the uses of technology...and having the time and
motivation to integrate [that technology] into their curricula.
Nearly half (21) of the respondents cited integration of technology
into curricula as a major challenge. Contributing factors noted were:
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Lack of faculty preparedness
Inability of faculty to remain up-to-date
Disagreement over how technology should be
addressed as an integrated subject
Logistics of integration
Low student/faculty technological literacy rates
Lack of time to fit more classes into the present curriculum was
mentioned several times. Carroll College in Montana said, "It's one
topic of hundreds that need to be covered. It's difficult to change the
number of credits in the total degree program."
Technology and Hardware: The major challenges concerning
technology and hardware are cost and funding. "There are very little
funds diverted to providing the latest equipment and enough of it."
(City University, Washington)
Thirty-four percent commented on the difficulty of up-dating
hardware and software and remaining current with the changing
technology. Many stated lack of funding as the contributing factor. A
typical comment was the need for "enough technology for all
institutional classrooms, consistent resources for replacement and
interconnectivity [networking]." (University of Washington)
Another common problem was the limited access to computers and
computer laboratories. One school reported access to excellent
multimedia labs on campus. Yet, the labs are used by the whole
campus, therefore creating a problem of scheduling preservice
education time at the labs.
Not all responding colleges faced major challenges with technology
and hardware. Ten respondents said they either had no challenges or
had sufficient equipment available. Of those ten, however, two
reported the need for on-going technical support, as did several other
respondents.
College Faculty. Selected quotes summarize the challenges and
frustrations faced by deans and faculty:
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"Most faculty do not know what it means to
integrate technology into the curriculum. Most
faculty believe that if you project your lectures
from a PC that they have integrated
technology." (Oregon State University)
There is a "lack of vision for how technology
might be used in the classrooms." (George Fox

College, Oregon)
"All faculty that teach full time in the education
department use computers and other
technology. The degree to which they employ
technology varies." (Northwest Nazarene
College, Idaho)
Sixty-four percent of the respondents said the need for training of
faculty was a major concern. Consistency in the ability of faculty to
integrate technology within given schools was another concern. While
some faculty have a good grasp of technological concepts and are
willing to integrate it into their courses, others in the same department
do not.
Another major concern is the need to know how to model and
integrate the technology that is available. Northwest Nazarene College
wrote: "...I believe the modeling of appropriate use of technology in
instruction is as important as instruction in how it can be used."
School Placement Sites. Of greatest concern was the inadequacy and
inconsistency of technology in the placement sites.
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"Students come back from field experience
asking why they need to know new
technology." (Heritage College, Washington)
"The intern has problems if the teacher can't or
won't integrate technology into the classroom."
(City University, Washington)
Many respondents mentioned the problem of finding consistency of
technology in the classroom. Among a college's selection of
placement sites, some sites may have good integration of up-to-date
technology, while others have none. "There is intense competition by
our students to be placed in some of those 'have' schools," wrote
University of Alaska, Anchorage. Another concern is for the sites
which only have one computer per classroom. As Alaska Pacific
University notes, "Not all schools are created equal."
There also seems to be at least some lack of cooperation on the part of
placement teachers to work with the student teachers on integrating
technology into their classrooms. Evergreen State College in
Washington notes the difficulties in finding "cooperative teachers who
encourage student teachers in the use of technology." Finding schools
which demonstrate in their classrooms what student teachers need to
learn is a challenge faced by several institutions.
Other Challenges. The following comments are representative of
challenges faced by colleges and schools of education in addition to
those already mentioned.
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"Student attitudes toward technology." (Ricks
College, Idaho)
"Keeping the priorities involved in learning to
teach in perspective; that is, classroom
management, understanding of growth and
development of students, knowledge of the
curriculum, and ability to communicate to
students and parents are the goals, technology
is the tool." (Willamette University, Oregon)
[Some] college administrations lack knowledge
and vision of how technology is being used in
schools." (George Fox University, Oregon)
"Getting past individual faculty expertise which
currently drives the preservice program. This
precludes (or at least often precludes) the need
for change. Many faculty are unwilling to
update their skills to integrate technology."
(Oregon State University)
"Convincing others that technology is more
than learning some keystrokes." (University of
Oregon)
Special Funding
Nearly a third of the respondents indicated that special funding was
not available. For most schools, funding comes from the university
administration. Some schools indicated they do receive grants, most
of which are in the $2,500 to $25,000 range. At least five schools
charge student lab fees (generally $10.00).
Some of the specific grants mentioned include:
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A statewide US West grant in Oregon.
Partnership with the Olympia School District
through a five-year U.S. Department of
Education Technology in Education grant
(Washington).
Goals 2000 partnership technology grant.
Preservice teachers go out to schools to teach
teachers how to use and integrate technology in
the classroom (Montana).
Oregon State University has been granted funds
to integrate the World Wide Web into
preservice classes.

Idaho legislature has appropriated $100,000 to
each institution of higher education for
implementation of preservice technology.
Goals and the Role of Technology
Goals for the surveyed colleges of education fell into three closelylinked categories:
1. Increase in faculty's understanding and use of
the available technology. Programs are being
developed that will help instructors catch up to
the current technology in order to better model
what is expected of the students.
2. Better integration of educational technology in
the college classroom and in the placement
sites. As faculty are more knowledgeable and
more comfortable in the use of technological
opportunities, it is hoped that the technology
will become an integral part of all course work.
The need for better integration of technology in
the placement sites as a follow-up to integrated
technology in the college classroom is a major
goal for preservice education.
3. Increase of available hardware and software
and the development and use of networking
capabilities (including the Internet and for
distance learning). Several colleges identified
the need for ethernet connections as a means of
increasing their internal networking capability.
Some schools are also investigating increasing
external capability and bandwidth to both
conduct distance learning and support students
in placement sites. Others are investigating
networking for better field-site supervision and
mentoring.
The overarching goal for the responding colleges was to provide
faculty and preservice education students with the ability to
comfortably access and work with current technology and to pass that
knowledge on to the children they teach.
CONCLUSION
Much of what has been written nationally in the last four years
regarding preservice teacher education and educational technology
expressed the same concerns and goals as those stated by Northwest
colleges of education in this survey. This report summarized the
baseline data gathered from the participating Northwest Schools and
Colleges of Education. We are faced with the reality of what role
technology is to play in teacher preservice education, how to change,
and how to meet the needs of preservice teachers. The OTA report
found that:
The need to prepare new teachers to use technology effectively is
beginning to receive more attention in state certification standards for
teachers, in accreditation standards for colleges of education, and in
various efforts to reform and upgrade teacher education. (OTA, 1995)
As the deans of education look towards the future, they see the
necessity of reform. They are pondering and acting upon the
questions: What value does technology add to the program? How do
we change/accommodate? How do we provide staff development for
faculty? What changes are needed? And in what sequence? What
nontraditional solutions might be used?
The results also agreed with the findings of many of the researchers.
However technology is defined, it is generally recognized that faculty
must model use of educational technology in order to teach preservice
education students. (Topp, Mortenson & Grandgenett, 1995; Shrum,
1995; Todd, 1993; Barker, 1993; Pina 1993 &1994; Denton, 1994;
Freeouf, 1994)
The Northwest deans of education are communicating through a
listserv on the issue of integrating technology into their preservice
teacher education program. These findings help identify common
themes and issues. Future collaboration and forums will further this
research and help colleges of education prepare students for the
classrooms of tomorrow.
In summary, the deans responding to this survey make two
recommendations:
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Technology needs to be a pervasive part of how
faculty teach.
Preparation of preservice teachers to use and
integrate technology in their future classrooms
needs to be emphasized.
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NWREL's Northwest Educational Technology Consortium
Preservice Teacher Education ~ http://www.netc.org/preservice/
Last Updated: February 13, 1998