Doctoral Dissertations

Date of Award

12-1989

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Curriculum and Instruction

Major Professor

Jerry J. Bellon

Committee Members

Kermit J. Blank, A. Paul Wishart, Phyllis E. Huff, John Peters

Abstract

Many K-12 school systems have microcomputers in their classrooms. Now the challenge is for the educator to use this hardware and educational software to provide a better learning experience environment for students. To use the technology, the K-12 teachers must have the basic skills and understandings to operate microcomputers. K-12 preservice training programs to be effective must be designed to teach these microcomputer skills and understandings.

One purpose of the study was to identify the skills and understandings needed by the K-12 preservice teacher to prepare them to use the microcomputer for classroom management and instruction. An additional purpose of the study was to address the skills and understandings identified by teacher training representatives and K-12 employment office representatives perceived to be needed, by preservice K-12 teachers.

This study was conducted using two populations. One consisted of K-12 school representatives and the other i included teacher training program representatives. Data were collected from a survey and from interviews with selected respondents.

The K-12 sample population included 131 representatives of Tennessee's city, county, and special school districts. Thirty six representatives of teacher training programs in Tennessee constituted the higher education population group. A combination of interview and questionnaire responses was tabulated by category and rank ordered according to a frequency distribution.

This study found that school employment representatives want new K-12 teachers to be trained to operate microcomputers using educational and commercial software. New teachers are not being taught the microcomputer skills in the preservice training program that school recruitment personnel feel are the most important. School systems need K-12 teachers who can use the microcomputer technology now in their systems. Teacher recruitment does not depend upon teachers possessing microcomputer skills. Having microcomputer skills is an asset but not a requirement. Microcomputer skills and understandings needed by the K-12 preservice teachers were identified and placed into three categories. The three microcomputer skills and understandings categories identified were: 1) basic microcomputer operation; 2) impact of microcomputers across the curriculum; and, 3) utility for classroom management and instruction.

The following conclusions were reached:

1. If the preservice training programs are to meet the needs of the K-12 teacher, they need to include a course that teaches basic microcomputer operating skills, the use of educational software, and the use of computer aided instruction.

2. When recruiting new K-12 teachers who possess microcomputer skills, recruiters do favor teachers who possess the skills needed to use the microcomputer for classroom management and those who possess computer skills needed.

3. K-12 personnel officers or representatives are aware of the importance of microcomputers and the related skills needed by new teachers.

4. K-12 school representatives and teacher training program representatives recognize the value of the microcomputer in the K-12 schools.

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