Preservice teachers' and administrators' perceptions of instructional technology infusion
The Office of Technology Assessment (OTA), the International Society for Technology in Education (ISTE), and the National Council for Accreditation of Teacher Education (NCATE) all proposed guidelines for teacher preparation programs and classroom teacher use of technology. Teacher education programs need to incorporate technology for teaching and learning across the curriculum. Teacher education students must have opportunities to apply new technologies in classroom settings. In addition, web technology should be used to support information technologies. Developing teachers need a variety of technology driven learning opportunities. Instructional technology development is essential, exposing students to information technologies in teacher preparation programs is not enough. With NCATE increasing technology standards and public schools spending more money on technology, it is essential that preservice teachers in preparation programs receive access to more information technologies throughout their teacher preparation programs. Many programs are providing opportunities for prospective teachers to experience technology within their coursework. Whether or not these experiences reflect technology environments in public schools is unknown. This study identified preservice teachers' and field administrators' perceptions of anticipated technology use, faculty modeled technology use, and the degree technology use was being taught in teacher preparation programs at The University of Southern Mississippi. The survey was designed to assess student and faculty use of technology, institutional capacity, and the availability and use of technology in local school systems. The subjects consisted of 157 preservice teachers (80% response) and 56 field administrators (90% response). The study found a statistically significant (p = .05) difference between the perceptions of preservice teachers and field administrators on student use of informational technologies in the teacher preparation programs and on the level of availability and use of informational technologies in the school systems of the participants.