Design and Evaluation of a Staff Development Program for Technology in Small Schools Page: 2
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for Education, which urged policymakers to use technology
to revitalize both our nation and the economy. The report
also advocated technology training for teachers at all
levels, from preschool to university and from preservice to
inservice. ISTE was concerned that learning on a national
basis was still largely unaffected by technology (Vision:
TEST, 1990).
Many educators have believed that this slow rate of
technology integration into the school and curriculum was
caused by a lack of effective preservice and inservice
teacher training. The vast majority of teachers still have
had little or no training in the effective use of
technology— either in college preparatory programs or in
staff development activities in the school districts
(Coburn, Kelman, Roberts, Snyder, Watt, & Weiner, 1984;
Maddux, 1989; Main & Roberts, 1990; Office of Technology
Assessment (OTA, 1988).
The 1988 OTA study found that although almost all
American schools have microcomputers, only half of the
teachers report having used them. Only one-third of all
K-12 teachers have had as much as ten hours of
microcomputer training (OTA, 1988).
Other studies show that the majority of teachers want
to use microcomputers and other technologies in their
classrooms. Many teachers are using their own time and
money to help overcome problems such as lack of equipment,
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Halderman, Cheri Floyd. Design and Evaluation of a Staff Development Program for Technology in Small Schools, dissertation, December 1992; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278548/m1/11/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .