Abstract: In late 1997, the NCATE review team strongly encouraged more and varied integration of educational technology into the Freed-Hardeman University's School of Education's courses and into the actual teaching of the courses by the established faculty. Since that time, the author has been charged with the responsibility of integrating a variety of technology programs and projects into our classes, both through the work of the students and as modeled by the instructors. But this has not been an easy task, for while the School of Education has the largest number of majors of any school on campus, the financial commitment toward newer computers and advanced software for education has been difficult to obtain. NCATE seems to be insensitive toward these types of problems, particularly in smaller colleges and universities.
Proving Our Case While Avoiding Type I Errors
Abstract: Educational Psychologist Richard Lookatch wrote in the Summer 1995 edition of TECHNOS that research literature that he had monitored since the early 1980’s had never established that using technology improved learning. His analysis was that all of the studies were flawed with Type I errors. Mr. Lookatch’s sweeping generalizations tend to overlook the value of many initial studies into the new field of computer and technology enhanced learning. The author’s dissertation research avoided both Type I and Type II errors.
Presented at SITE 99 - Society for Information Technology and Teacher Education International Conference. This annual conference offers opportunities to share ideas and expertise on all topics related to the use of information technology in teacher education and instruction about information technology for all disciplines in preservice, inservice, and graduate teacher education as well as faculty and staff development.
Society for Information Technology and Teacher Education is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education.
Created 11-1-99 by Dr. Bruce Lewis.
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