Explores reasons why new teachers do not learn how to use educational technology in the classroom in their preservice teacher education courses. Finds lack of technology integration in methods courses, uniform syllabi, and top-down teaching. Suggests several remedies. (PKP)

Impediments to progress toward computer literacy in teacher education include (1) equating "technological literacy" with computer literacy; (2) relinquishing control to computer scientists or to a few education faculty; (3) separating hardware and software decisions; (4) unbridled enthusiasm; and (5) inability to provide appropriate experience for…

Needs of college of education faculty for computer literacy are discussed. A definition of computer literacy is first given, followed by an example of how it was developed in the College of Education at the University of Minnesota. (MNS)

Suggests ways for educators to become computer literate: (1) admit you don't know about computers; (2) be patient with yourself; (3) read about technology; (4) get a home computer; (5) attend training; (6) experiment; (7) ask for assistance; and (8) talk with others about what works for them. (AEF)

The aim of this descriptive study is to review the applications and problems on the teacher training programs for computer education and computer assisted education (CAE) in Turkey. The study, firstly, introduces some applications and major problems on using instructional media and computers in developing countries and instructional technology…

Five curricular options which can be adopted for special education teacher training programs are discussed and evaluated as possible alternatives for addressing the computer literacy needs of special educators. (JW)

In order for microcomputers to be used in an efficient and effective manner in the classroom, the computer should not be used in trivial ways, such as utilizing it as an electronic ditto sheet or as a video textbook. Educators must take advantage of the computer's unique capabilities, including its branching capacity, its graphic mode, and its…

In some sense, technology may be a stampede that tramples humanistic values taught in schools. There must be sensitivity not only to technology and changes it will bring, but to requirements for change relative to people's beliefs, perceptions, and actions in school settings. Teachers need to be effectively trained in management and educational…

The paper summarizes the design, content, and implementation of a faculty development program in microcomputers in the Department of Special Education at Ball State University. Three levels of training, from elementary BASIC programing through advanced applications of microcomputers, are described. (Author/CL)

The revolutionary impact of computers on society requires that public school educators have knowledge of basic computer technology, including concepts and applications. Study of current periodicals concentrating on the computer revolution and technological advances must be supplemented by hands-on practice in the use of the computer as a tool. (MM)

A microcomputer laboratory for research, training, and service and a competency-based multilevel computer literacy training program for preservice special education teacher education students are described. Considerations in program development and implementation are noted. (CL)

Raises questions about the role of teachers in a computer based educational system of the future. The author suggests that teachers master the technology of microcomputers and know what they can and cannot do in order to answer these questions. Lists of resources on microcomputers in education are included. (AM)

The development of computer literacy among teachers is discussed. It is argued that teachers' computer literacy will be enhanced if it is based on analysis of computers as communicative media and on assessed needs of teachers. Similarly, teacher motivation will improve if teachers understand how computers meet their needs. (SLD)

The purpose of this study was to examine the relationship between computer technology training experiences and pre-service teachers' confidence and knowledge. Participants enrolled in one of four distinct training experiences at two universities (computer literacy only, computer integration only, separate integration and literacy, combined…

Do teachers use technology in their teaching? Why? What happens when they do? Why don't more teachers use technology? How do teachers learn about technology? Are prospective teachers being prepared to use technology before entering the classroom? Which factors influence implementation of technology across schools and districts? What roles do…