Standards and technology integration among beginning K-8 teachers
Rose, Wynter J.
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The purpose of this study was to describe the frequency of technology integration and how successfully the technology standards are met in K-8 classrooms among second- and third-year teachers who have recently graduated from programs following the ISTE technology standards and NCATE accreditation guidelines. Data were collected by survey, interview, document collection, and direct observation from second- and third-year K-8 teachers in a large Midwestern, metropolitan area. An emphasis on direct observation of beginning teachers resulted in a realistic assessment of whether teachers are successfully integrating technology and attempting to address the ISTE technology standards after graduating from a preservice program that has attempted to make improvements in the integration of technology. The collected data showed that very little technology was being utilized in the ten classrooms observed in the study. Comparing the observations in the classroom and lesson plans, which showed little or no technology integration, to the responses on the survey, which indicated a high frequency of technology use (70.5% positive responses), a disconnect became apparent. Based on this research, technology standards are not being emphasized enough in the preservice programs, NCATE accreditation guidelines may not be successfully being implemented, and many teachers are graduating unprepared to successfully integrate technology in their classroom. Implications for future research are also discussed.