Six Objectives for Technology Infusion into Teacher Education: a model in action

Journal of Information Technology for Teacher Education ISSN: 0962-029X (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/rtpe19 Six Objectives for Technology Infusion into Teacher Education: a model in action Neal W. Topp, Robert Mortenson & Neal Grandgenett To cite this article: Neal W. Topp, Robert Mortenson & Neal Grandgenett (1996) Six Objectives for Technology Infusion into Teacher Education: a model in action, Journal of Information Technology for Teacher Education, 5:1-2, 57-69, DOI: 10.1080/0962029960050107 To link to this article: https://doi.org/10.1080/0962029960050107 Published online: 13 Nov 2006. Submit your article to this journal Article views: 18168 View related articles Citing articles: 2 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalinformation?journalcode=rtpe19 Download by: [37.44.192.150] Date: 22 December 2017, At: 15:13

Journal of Information Technology for Teacher Education,Vol.5, Nos 1/2, 1996 Six Objectives for Technology Infusion into Teacher Education: a model in action NEAL W. TOPP, ROBERT MORTENSON & NEAL GRANDGENETT University of Nebraska at Omaha, USA ABSTRACT Effective use of educational technology is a very important challenge for teacher preparation institutions. Recognizing this fact, the College of Education at the University of Nebraska at Omaha has developed an evolving model for effective integration of technology. This model addresses six objectives that focus on three key elements: equipment, expectations, and training. The paper outlines the model and then describes how it has been put into practice at the University of Nebraska at Omaha. After eight years of implementation and evolution, the model has helped many faculty members become active and confident users of educational technology. Introduction Preparing teachers to use computer-related technology in classrooms is an exciting challenge for the educational community, especially teacher preparation institutions. Teacher education is often criticized for the inadequate preparation of education majors concerning using educational technology in the learning/teaching process. In a 1990 American survey, 81% of the student teachers surveyed rated their undergraduate preparation in technology use as inadequate (Fratianni et al, 1990), and in a 1992 study, over 67% of the Iowa teachers surveyed evaluated their preparation in college to use computer-related technology as inadequate (Topp, 1993). As recently as 1995, Colon et al (1995) reported that on a nation-wide survey, over one-half of the teachers who graduated within the last two years believed they were not well prepared to use technology in instruction. 57

NEALW.TOPPETAL To address the issue of educational technology infusion in teacher education programs, several organizations, such as the Society for Information Technology and Teacher Education (SITE), the International Society for Technology in Education (ISTE), and the National Council for Accreditation of Teacher Education (NCATE), have focused attention to the issue by holding conferences, publishing journals, and writing standards, on the topic. Changes in the amount of technology preparation in teacher education are a substantial challenge, but these changes are important to the future of education and its institutions. The most important factor in improving technology preparation of students, is the increased use of technology by faculty, especially in the classroom setting. Three general elements seem to be key for the increased faculty use of educational technology in teacher education institutions: 1) access to equipment, 2) expectation from the institution that effective educational technology be used, and 3) training and assistance to use technology, both personally and professionally, that is provided on an on-going basis. Six specific institutional objectives within teacher education programs appear to be especially important for the effective use of educational technology by faculty. Each of these objectives focuses on one of the three key elements: equipment, expectation, or training/assistance. Together these six institutional objectives assist in providing an overall instructional environment where faculty members are indeed willing to take the extra time, and put forth the extra effort, that is necessary to model the effective use of educational technology in teaching and learning. Each institutional objective is described below. Objective 1: Ensure that each faculty member has convenient access to a computer and appropriate software. Whether on their desk, or in a faculty use area, the convenient and relatively private use of a computer and related educational technologies is an important encouragement to faculty members for experimenting with different computer applications, and makes it easier for them to become proficient users of technology. When the computer and other technology becomes a helpful tool for the individual faculty member, then the use in classes with students is the next logical step (Johnson & Harlow, 1993). Some institutions have used various forms of equipment allocation as a way to provide such access to faculty and encourage the incorporation of technology into professional activities (Gunn, 1992). Objective 2: Attain the equipment necessary to support classroom technology use. It is indeed very difficult for any faculty member, even the most enthusiastic, to embrace the instructional use of educational technology without at least some access for students and classes (Johnson & Harlow, 1993; Novak & Berger, 1991). A traditional computer laboratory may be necessary to help support a 'hands on' oriented class, or at a minimum, a computer and display station may be needed for demonstration (Davies, 1995; Sheingold & Hadley, 1990). Some institutions also use 'ready to go' mobile 58

SIX OBJECTIVES FOR TECHNOLOGY INFUSION carts which can be moved from classroom to classroom, and provide relatively convenient classroom access. Objective 3: Provide an institutional expectation that faculty will include educational technology in their instruction. Many faculty may feel that if educational technology is important enough for them to integrate it into their own classes, then technology is important enough to be an expectation for the institutional curriculum. In essence, it should be expected that all faculty will integrate technology into appropriate courses and situations. It is especially necessary for faculty to feel that they are not only supported in personal or office use, but also encouraged to use and model educational technology.related teaching techniques (Nelson, Andri, & Keefe, 1991; Novak & Berger, 1991). Objective 4: Provide periodic technology training for faculty. The fourth institutional objective builds upon the equipment related objectives, and helps to support the faculty's ability to "keep up" and build an understanding of new technologies. Often, because of the perceived stature of higher education faculty members, they or their institutions are reluctant to become involved in training activities. Actually, periodic training has been shown to be critical for the adoption of technology based instruction by higher education faculty, and an important component in their willingness to integrate educational technology into the curriculum (Wetzel, 1992). Some institutions use individuals who are 'early adopters' and 'enthusiasts' within the faculty to help facilitate training, while others use the services of external professionals, such as outside consultants. Objective 5: Provide coaching and assistance for faculty as they infuse educational technology into courses. Although effective training is a needed part of technology infusion in teacher education programs, the actual results of training programs are often disappointing. While some educators will, immediately after training, try new technologies in their classrooms, others need mentoring or coaching before they will try new techniques or technologies. Although coaching and mentoring techniques have been recognized in K-12 education as important approaches to infusing technology into the curriculum (MacArthur, et al, 1995; Sheingold & Hadley, 1990), it is often overlooked at the university level (Thompson, Schmidt, & Hadjiyianni, 1995). In order for educational technology infusion to occur in education courses, teacher educators need more than just knowledge about educational technology, they need practical examples and ideas that work with learners; they need assistance in incorporating such infusion ideas; and they need coaching and mentoring as they try new techniques in their classrooms (Zachariades et al, 1995). Objective 6: Provide an institutional environment supportive of the 'risk taking' necessary by faculty to try new approaches to instruction. Faculty members must also believe that their overall institutional environment is supportive of the general 'risk taking' necessary to try new approaches to 59

NEALW.TOPPETAL instruction. For many faculty, the use of a new technology-based activity in their classroom means discarding a relatively successful past technique. Faculty members must be aware that 'failure' in such new technology related endeavors will still be recognized as an important effort and as a contribution to moving the institutional curriculum forward. Some universities have shown faculty the value of such efforts by formally designating such endeavors as 'learning experiences,' and have included the integration of technology into classroom activities and courses as a part of the faculty growth formula (Gunn, 1992). Most importantly, an institution needs to show relative patience with a faculty member who is working on such integration, since it often takes three or more years for teachers at any level to make a substantial and effective change in their teaching (Hadley & Sheingold, 1993; Hord & Huling-Autin, 1987; Kell et al, 1990). Together, these six institutional goals target an environment where the faculty have the necessary equipment to attempt technology use, an institutional expectation that their efforts are important to and supported by the institution itself, and the appropriate faculty training and assistance to infuse technology into courses appropriately. It appears that all three of these elements need to be addressed in order for wide-spread technology integration to take place in teacher education programs. The Model for Technology Integration at the University of Nebraska at Omaha College of Education The faculty of the College of Education at the University of Nebraska at Omaha, under the leadership of the dean, has developed a model for technology integration into teacher education. Educational technology was identified as a major goal by the college eight years ago. This goal was divided into teaching about educational technology, teaching with educational technology, integrating educational technology into the design and delivery of curricula, and engaging in research regarding the use and effects of educational technology in the teaching/learning process. In order to meet this goal, the college initially developed a plan addressing the six objectives presented in the previous section of this paper. This plan has evolved over the past several years, and will continue to evolve, as the faculty progresses and educational technology and its use continue to change. Objective 1: ensure that each faculty member has convenient access to a computer During the past eight years, a concentrated effort has been underway within the College of Education to provide faculty and support staff with desktop microcomputers. Three general guidelines were established to provide 60

SIX OBJECTIVES FOR TECHNOLOGY INFUSION direction and rationale for these computer purchases. First, the support staff of the college would use a PC platform for administrative functions. This provided uniformity across the college as well as easy electronic transfer of data. Second, faculty were allowed to choose either a PC (DOS/Windows) environment or a Macintosh environment for their personal desktop microcomputer. Third, high-end users would receive newer models, while trickling down their older computers to lower-end users. These guidelines provided general direction as the college moved ahead in providing basic microcomputer technology to each faculty and staff member in the college. Early in the technology planning process, the college installed Ethernet connections in all faculty offices, instructional areas, microcomputer laboratories, research laboratories, and support staff workstations in preparation for a local area network (LAN). Once connectivity was established for this LAN, a college file server was purchased and installed. During the past eight years, this file server has been updated and two additional servers have been added, one to support student computers and another to support web authoring. Objective 2: attain the equipment necessary to support classroom technology use In order to help in the teaching process, the college has designed, built, and equipped four mobile multimedia teaching stations called 'Smart Carts.' Each of these Smart Carts is equipped with a microcomputer (2 have PCs and 2 have Macintoshes), an overhead projector and LCD panel, a video projector, a VCR, a laserdisc player, and a CD-ROM player. These carts can be moved from classroom to classroom throughout the two main buildings used by faculty of the College of Education. The university has installed several 'high-tech' classrooms throughout the campus. These classrooms contain state-of-the-art multimedia equipment to support integration of educational technology into the design and delivery of curricula. Currently, there are three 'high-tech' classrooms in the two buildings occupied by the College of Education. Recognizing that computers for student use was important to the educational program, the college has written proposals in which grant funds have been used to establish student microcomputer laboratories. Several sources of outside funding have been obtained over the last eight years, enabling the purchase of equipment for student labs. The most recent addition to the college's student facilities is a 30-station PowerMac Electronic Data Connectivity Microcomputer Laboratory, funded in part by US WEST Communications. As the computers in the laboratories became outdated (i.e., Apple lie, XTs, 286s, etc.), it was necessary to replace them with newer equipment This has been accomplished with college and grant funds. It is important for the 61

NEALW.TOPPETAL college to provide students in the teacher education program with basic hands-on experiences with PC, Apple, and Macintosh platforms. These experiences provide students with the skills necessary to use the basic microcomputer technology found in most K-12 schools. Beyond basic instruction on the various platforms, students receive more in-depth instruction using the Apple and Macintosh microcomputers and related software, as these are the prevalent platforms found in local school districts. Objective 3: provide an institutional expectation that faculty will include educational technology in their instruction Expectations and encouragement are vital to the infusion of technology into the educational process. In the College of Education at UNO, these expectations have come from the dean and associate dean, the departmental chairs, and the general faculty. The Dean's Office has consistently provided high expectations and much encouragement for the use of educational technology by faculty. This has been accomplished in four ways: (1) identifying educational technology as one of the two major goals of the college, (2) expenditure of college funds to purchase educational technology, (3) support of faculty engaged in advancing the use of education technology, and (4) strengthening educational technology through grants and other outside funding sources. Individual departments within the college have also encouraged integration of educational technology into their respective areas. Technology use and infusion are frequent topics of departmental meetings. Also, proficiency in using and integrating technology is a major factor in the selection process, as new professors are hired. The college has established an Educational Technology Task Force, comprised of faculty, administrators, and support staff, from all departments. This group has been instrumental in providing operational direction to the educational technology vision provided by the dean of the college. This task force, operating in concert with information provided by a similar group of educational technology personnel representing the seven metropolitan Omaha school districts, has provided the college with input that has resulted in: 1. a College of Education mission statement for educational technology; 2. goals and objectives for the college in the area of educational technology; 3. educational technology competencies expected of all pre-service and in-service teachers; 4. research studies reflecting the type and amount of educational technology utilized by the faculty of the college; 5. a co-ordinated plan for the purchase of all educational technology equipment for the college; and 62

SIX OBJECTIVES FOR TECHNOLOGY INFUSION 6. a formal advisory group to the dean of the college for feedback and future directions related to technology integration. Objective 4: provide periodic technology training for faculty The training and development efforts for the faculty of the college were designed around three levels: awareness, experience, and integration. In the awareness level, faculty were provided with several opportunities merely to overview the vast uses of educational technology in the classroom. These sessions focused on getting faculty excited about, and aware of, the potential of technology use in the teaching and learning process. Also, it further provided faculty with a basic knowledge of several software programs. For the experience level, faculty were provided with opportunities to experience some of the technology uses in a supportive and comfortable 'hands-on' environment, where knowledgeable individuals were available for assistance. For the integration level, faculty were provided with learning opportunities which focused on sharing how certain technologies might be used in instruction. This phase also permitted faculty to share with each other some of their integration ideas and plans. Each of these training activities addressed improving instruction, expanding research, and increasing scholarship using the resources available through educational technology. This college-wide training of faculty and staff at each level has been addressed in two primary ways, summer intersession training and brown bag presentations. Summer Intersession Training. The college provided faculty the opportunity to engage in 'hands-on' training sessions during the summer intersession. These training sessions have typically been for one to three weeks. Initially, faculty were all provided with basic instruction regarding the use of a networked microcomputer laboratory along with its software. During the sessions, each faculty member developed projects that utilized educational technology and were relevant to their respective areas of expertise. From this initial beginning, the intersession summer training sessions became more individualized, focusing upon the specific needs and interests of participating faculty. More than twenty faculty per year have participated during the five years this program has been in operation. In addition, the training format has been altered to provide large group instruction as well as one-on-one instruction and technical assistance. The overall training during these intersession activities was designed to meet the needs of faculty members at their own level of expertise. The expertise of participating faculty ranged from those with very little knowledge of technology and no experience with its use in teaching, to those with some knowledge of technology who do not currently incorporate it into their teaching, to those currently using technology to some degree in their classroom instruction. All sessions encouraged faculty to address their own 63

NEALW.TOPPCTAL specific needs and interests, and to help be a resource to each other following the session. The following topics have been addressed over the past five years: productivity tools for curriculum integration (eg. MS Works, Storyboard, Linkway, HyperCard, HyperStudio, Persuasion, and Harvard Graphics); resource applications (eg. instructional aspects of the Internet in support of the teaching/learning process, and authoring Internet-based materials using HTML); experiential applications of integrated hardware and software resources available in high tech classrooms or with mobile multimedia carts; integration of computer managed educational technology and media in the classroom; and restructuring teaching and learning applications using educational technology in a high tech environment Brown Bag Presentations. In addition to the intersession training, the college also provided training throughout the academic year in a series of 'brown bag' lunch hour presentations. These were offered by the college's Educational Technology Co-ordinator and several technology-using faculty members. These presentations primarily focused upon the use and integration of software programs resident on the college's file server, which is connected to every faculty member's office and all instructional classrooms in the buildings used by the College of Education via a local area network (LAN). Topics for these workshops included a variety of software applications such as MS Works, Clarisworks, Paradox for Windows, SPSS, E-Mail, and Mosaic/Netscape, as well as other high interest topics such as the use of multimedia and the Internet These focused sessions, usually one hour in duration, were followed by coaching and encouragement from the instructors, as faculty and staff members implemented their newly learned skills. Objective 5: provide coaching and assistance for faculty as they infuse technology into courses After several years of training, integration was on the increase, but still several faculty members struggled with the technology infusion issue. Two approaches were used to address this problem, coaching/assistance teams and K-12 teacher/college professor collaboration. A coaching/assistance program was piloted in two teacher education method courses - elementary language arts and elementary science. A team of five educators was assembled for each of the two content areas. Each team consisted of the subject-specific professor (the course instructor), an area K-12 teacher, a Teacher Education Department graduate assistant an educational media professor, and an educational technology professor. Early in the semester, each team met weekly to discuss ways that educational technology could be infused into the methods courses. After these discussions, the methods 64

SIX OBJECTIVES FOR TECHNOLOGY INFUSION professor chose appropriate strategies, and the team assisted with the implementation of those strategies. Software was reviewed, activities designed, and equipment reserved or acquired by the team. During class periods when technology was used, team members assisted the professor in any way needed, and in some cases, members of the team actually instructed the class. All the educators in this program were positive about the program. Not only was educational technology integration much increased in these two undergraduate methods courses, but also all levels of program participants indicated that they had learned much, not only about technology, but also about various teaching techniques, curricular concepts, and collaboration approaches. The second approach used to provide coaching and assistance was a K-12 teacher/college professor collaboration project, called "Project TEAM: Internet" This Helena Foundation-funded project was designed to bring together 15 area teachers from all levels and 10 College of Education professors for a 14 month program that would provide exposure and training to all participants about educational use of the Internet, and would encourage and facilitate Internet-based educational projects development by teams of multi-level educators. This project's collaboration among different levels of educators has been very valuable to all, but the College of Education in particular has benefited from many additional technology-infused lessons for undergraduate and graduate courses. Objective 6: provide an institutional environment supportive of the 'risk taking' necessary by faculty to try new approaches to instruction This objective has been addressed in a multi-faced and multi-leveled approach. The university has encouraged faculty to try new approaches with several faculty development programs. Faculty have been encouraged to design and develop new instructional strategies utilizing educational technologies. These efforts have been recognized in the area of research and scholarly activity for reappointment and tenure decisions as well as merit salary increase recommendations. This is a significant departure from the traditional view of research previously held by institutions of higher education. In addition, faculty have requested and been granted alternate workload assignments to design and develop curricula that integrate educational technology into the teaching/learning process. These alternate assignments recognize that the development and implementation of an educational technology rich curricula warrants the same consideration as other scholarly activity considered for re-appointment, promotion, tenure, and merit decisions. 65

NEALW.TOPPETAL Removing the risk factors strongly encourages faculty to experiment with different delivery systems utilizing technology. The university acknowledges that innovative teaching techniques and methods require a great deal of research and development time, the same as a scholarly journal article. Faculty must be made to feel comfortable with the demands associated with the use of educational technology and realize that there could be some degree of failure associated with new teaching/learning techniques. The College of Education has created an environment that allows risk takers an opportunity to engage in the various levels of adoption associated with integrating education technology into the curricula. Faculty can then learn from student feedback as well as from personal reflection about those elements that work well, those that need modification, and those that need to be delineated. Without this opportunity to take risks and make corrections, it would be virtually impossible for faculty to experiment with innovative teaching/learning techniques utilizing educational technology. Results The use and integration of educational technology has greatly increased in the College of Education over the past few years. All full-time faculty members use email as a part of their academic routine. In addition, a significant number of faculty now regularly use presentation software such as Persuasion, Power Point, and Harvard Graphics to deliver class presentations; use resources on the Internet; or take their classes to one of the college's computer laboratories, in order to demonstrate the integration of educational technology into the design of curriculum, the use of electronic mail, or how to access the world wide web and campus wide library and information systems. Also, many professors are including educational technology as an integral part of their research agendas. As the emphasis on technology has increased, many uses of technology have involved individual applications for specific courses. Such integration has included a wide variety of computer uses, ranging from multivariate computer analysis in graduate research courses, to the simple use of word-processing, spreadsheets, and databases in undergraduate basic education courses, to the integration of educational technology into the teaching/learning process. All departments have made a concentrated effort to achieve the college goals, and to integrate technology into their academic activities. More advanced and focused educational technology courses, instructed by the Teacher Education Department, the School of Health, Physical Education, and Recreation, the Department of. Educational Administration and Supervision, and the Department of Special Education and Communication Disorders are also available for college-wide enrollment These courses include an undergraduate instructional systems course, a 66

SIX OBJECTIVES FOR TECHNOLOGY INFUSION special education computer software course, a physical education technology-specific course, and a sequence of seven graduate education courses, which all focus on educational technology use in schools by teachers and administrators. In addition to the more 'formal' integration of technology into the college departments, such as in the courses offered, an 'informal computer culture' has developed among the faculty, both within and between departments. This 'computer culture' is illustrated by the genuine interest in educational technology shown by most everyone on the faculty, as evidenced by the routinely high enrollment in the optional intersession training sessions (often as much as one third of the faculty at any one time). This evolving 'computer culture' has also worked to help bring individual college departments together by involving them in a shared interest and common training activity. This shared interest has facilitated several joint projects between departments, such as a technology rich mathematics and literacy clinic for learning disabled elementary students. The training during the summer intersessions as well as the ongoing staff development functions during the academic year has produced a technology rich faculty that is using educational technology in a wide variety of ways. They have increased the amount of interaction with and among students enrolled in their respective classes via e-mail and listserves. In addition, assignments are transmitted from students to professors via e-mail. Co-operative learning projects, facilitated by e-mail, allow students to work at their place and at their time, thereby increasing greatly the flexibility associated with this type of learning activity. Faculty and student-authored web pages are common in the college and much interest is shown in using the vast resources of the Internet in instruction. Faculty are modeling teaching styles that use educational technology and are requiring students to demonstrate teaching with technology in methods courses. Several faculty have recently reconstructed entire courses to integrate educational technology. These courses were well received by students as evidenced by positive student evaluations of the courses and written comments indicating student acceptance and approval of faculty utilizing educational technology in the design and delivery of curriculum. In addition, several professors are investigating the possibility of delivering part of their courses at a distance, either through the Internet or via two-way audio/video. Summary The model set forth in this paper addresses six objectives proposed as critical to reach the goal of effective integration of technology into the College of Education curriculum. These six objectives focus on three elements: equipment, expectations, and training. Up to date equipment must be 67

NEALW.TOPPETAL available to all faculty, staff, and students. There must be a consistent expectation that educational technology is important and must be used and integrated by all educators. Also, faculty and staff must be given training, as well as support and coaching, that addresses all levels of expertise. The overall mission of the college has been to improve learning for all students, present and future. Including educational technology in the preparation of future and present teachers is an important factor in achieving this goal. In order to infuse technology effectively, the faculty must become aware of its potential, and they must be active and confident users of technology. The College of Education at the University of Nebraska at Omaha has made significant progress toward achieving the goal of educational technology integration, through the use of the plan described in this paper. Correspondence Neal W. Topp, College of Education, University of Nebraska at Omaha, Omaha, NE 68182, USA (topp@unomaha.edu). References Colon, B., Willis, J., Willis, D. & Austin, L. (1995) Recent graduate perspectives on instructional technology: a national survey, in D. Willis, B. Robin & J. Willis (Eds) Technology and Teacher Education Annual 1995. Charlottesville: Association for the Advancement of Computing in Education. Fratianni, J. E., Decker, R. H. & Korver-Baum, B. (1990) Technology: are future teachers being prepared for the 21st century?, Journal of Computing in Teacher Education, 6(4), pp. 15-23. Davies, K. J. (1995) From dreams to reality: implementing a computer plan, Learning and Leading with Technology, 2(2), pp. 54-55. Gunn, C. (1992) Planning a technology-supported teacher program: part II, in D. Carey, R. Carey, D. Willis & J. Willis (Eds) Technology and Teacher Education Annual 1992. Charlottesville: Association for the Advancement of Computing in Education. Hadley, M. & Sheingold, K. (1993) Commonalities and distinctive patterns in teachers' integration of computers, American Journal of Education, 101, pp. 281-315. Hord, S.M. & Huling-Austin, L. (1987) Effective curriculum implementation: some promising new insights, The Elementary School Journal, 87(1), pp. 97-115. Johnson, D.L. & Harlow, S.D. (1993) Current research in technology and teacher education: three phases of our mission, in H.C. Waxman & G.W. Bright (Eds) Approaches to Research on Teacher Education and Technology. Charlottesville: Association for the Advancement of Computing in Education. Kell, D., Harvey, G. & Drexler, N.G. (1990) Educational technology and the restructuring movement: lessons from research on computers in classrooms. 68

SIX OBJECTIVES FOR TECHNOLOGY INFUSION Paper presented at the American Education Research Association, Boston, USA. (ERIC Document Reproduction Service No. ED 326195.) MacArthur, C., Pilato, V., Kercher, M., Peterson, D., Malouf, D. & Jamison, P. (1995) Mentoring: an approach to technology education for teachers, Journal of Research on Computing in Education, 28, pp. 46-62. Nelson, WA, Andri, J. & Keefe, D.R. (1991) Technology where they least expect it a computer-intensive teacher education curriculum, Computers in the Schools, 8 (1/2/3), pp. 103-109. Novak, D.I. & Berger, C.F. (1991) Integrating technology into preservice education: Michigan's response, Computers in the Schools, 8 (1/2/3), pp. 89-101. Sheingold, K. & Hadley, M. (1990) Accomplished Teachers: integrating computers into classroom practice. New York: Bank Street College of Education. Thompson, A., Schmidt, D. & Hadjiyianni, E. (1995) A three year program to infuse technology throughout a teacher education program, Journal of Technology and Teacher Education, 3, pp. 13-24. Topp, N.W. (1993) Teacher preservice experiences and classroom computer use of recent Iowa State University graduates. Unpublished dissertation, Iowa State University. Wetzel, K. (1992) Models for achieving computer competencies in preservice education, in D. Carey, R. Carey, D. Willis & J. Willis (Eds) Technology and Teacher Education Annual 1992. Charlottesville: Association for the Advancement of Computing in Education. Zachariades, E., Jensen, S. & Thompson, A. (1995) One-on-one collaboration with a teacher educator: an approach to integrate technology in teacher education, Journal of Computing in Teacher Education, 12, pp. 11-14. 69