Award Date


Degree Type


Degree Name

Doctor of Education (EdD)


Curriculum and Instruction

First Committee Member

Randall Boone

Second Committee Member

Neal B. Strudler

Number of Pages



This study describes current levels of technology use by a College of Education (COE) faculty and use of technology in teaching classes. In addition, the formation of a systematic plan for integrating technology throughout the teacher preparation programs was explored. Both quantitative and qualitative methods were used in this two-phase study; Phase I survey results suggested that although 93% of faculty believed technology in teacher education was very important or somewhat important, use of technology in teaching was limited. Consistent with previous findings on university faculty use of technology, COE faculty rated themselves as having high levels of knowledge and skill with using various computer-based technologies (i.e., word processing, computer spreadsheets, statistical computing, e-mail, educational software, presentation software, Internet/World Wide Web, and multimedia). However, this confidence did not necessarily transfer to use of technology in teaching. Over 50% of tenured/tenure-track faculty reported use of technology in teaching at least once during the Spring 1997 semester while no more than 30% of affiliate faculty reported using it in teaching; Phase II case study data were collected from interviews, observations, and documents. Data were examined using the framework developed by Fullan and Hargreaves (1996): (a) teacher's purpose, (b) teacher as person, (c) context of teaching, and (d) culture of teaching; Findings describe the manner in which case study participants used technology in their teaching as an add-on, a communication medium, a resource, and a teaching/learning tool. Commitment, a factor within "teacher as person," was found to be a critical element in adopting use of technology in teaching regardless of an individual's technology expertise. Efforts to plan for systematic integration of technology throughout the COE teacher preparation programs were met by resistance due to the issue of academic freedom and more pressing concerns such as reorganization of the COE; Although findings of this study are limited to one COE setting, a complex variety of factors influencing the integration of technology in teacher education are described, and the importance of support personnel is reinforced. Recommendations for other colleges of education attempting to integrate technology into teacher education programs are included.


College Of Education; Education; Factors; Faculty; Influencing; Integration Preparation; Program; Teachers; Teacher Preparation; Technology; Undergraduate

Controlled Subject

Educational technology; Teachers--Training of; Education, Higher

File Format


File Size

4577.28 KB

Degree Grantor

University of Nevada, Las Vegas




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