International Forum of Teaching and Studies Vol. 6 No. 1 2010
Effective Teacher Preparation Programs: Bridging the Gap between
Educational Technology Availability and Its Utilization
Jennifer Golas
Regent University, Virginia Beach, VA, USA
[Abstract] This article examines the need for restructuring current teacher preparation programs. The
effectively re-designed program will offer preservice teachers the tools necessary for providing K-12
students the education needed to be successful in today’s workforce. It explains that this can only be
accomplished by closing the gap between availability of technology and the knowledge on how to
utilize it. Suggestions for effective instructional strategies with theoretical support for their
implementation into teacher preparation are included. Drawing upon the theories of Vygotsy (1978)
and Bandura (1986), the article suggests that technology is infused throughout teacher preparation,
placing emphasis on mediation, modeling, and exploration.
[Keywords] K-12 Teacher preparation; preservice teacher training; educational technology; modeling
in teaching; technology in K-122 education
As of fall 2005, nearly 100% of public schools in the United States of America (USA) have internet
access, compared with only 35% back in 1994. Additionally, the ratio of students in K-12 public
schools to instructional computers with internet access as of fall 2005 was 3.8 to 1, a substantial
decrease comparable to1998 when the ratio was 12.1 to 1 (National Center for Education Statistics,
2005). Even with such widespread, readily available access to educational technology, teachers report
that they do not feel adequately prepared to use the technology in their lessons (National Education
Association [NEA], 2008). The NEA’s President, Reginald Weaver explained, “teachers and students
should have the same level of technology in schools that is being used outside of schools. How can
we expect our teachers to provide kids with the education they need to join today's high-tech
workforce without the necessary equipment and training?” (Downey, Pierce, Devaney, Stansbury &
Carter, 2008, p.6).
A need exists for teacher education programs to identify specific objectives defining what
preservice teachers need to be able to do with educational technology. The United States Congress
addressed the substantial deficit in educators’ technological preparation through the 1999 creation of
the Preparing Tomorrow’s Teachers to use Technology (PT3) grant program. There is such a
substantial need in this area that the United States Congress developed a grant program in 1999 known
as Preparing Tomorrow’s Teachers to use Technology (PT3). The PT3 grant program enables colleges
of education to provide support to faculty in an attempt to integrate technology into methods courses
(Mims, Polly, Shepherd, & Inan, 2006). Progress in providing K-12 students with the proper education
needed