Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems Page: 30
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It is especially important to integrate information
technology into teacher education programs to provide
preservice teachers with effective models upon which to base
their future teaching techniques. Novak and Berger (1991),
based upon an evaluative survey of Michigan's 32 teacher
training institutions, indicated that these "teacher-
education faculty are clearly not providing models for
integrating technology into the curriculum" (p.86). Other
authors confirm that this situation is not atypical (Fawson
& Smellie, 1990; Peterson, 1989; Randall, 1988). It is
inadequate for a few faculty simply to teach about tech-
nology in one or two specialized courses. This promotes the
idea of information technology as a separate subject. Every
professional education faculty member must actively partic-
ipate in the integration of information technology into all
phases of the teacher/administrator training curricula
(Fawson & Smellie, 1990; Niess, 1990; Novak & Berger, 1991).
This challenge requires an information technology system
that can provide the necessary capability, availability, and
usability to model and demonstrate the K-12 technological
environment.
Benefits and Costs of Technology
Benefits accrue to users of tools in a variety of ways,
but they are universally related to improving the perform-
ance of an activity or achieving an objective. Computers
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Lomerson, William L. (William Lough). Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems, dissertation, August 1992; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332783/m1/39/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .