Edward P. Caffarella

A Continuing Journey toward Technology Infusion within Teacher Preparation

By Kay A. Persichitte, Edward P. Caffarella, and Donna Ferguson-Pabst A pprenticeship models, contextualized learning, standards-based curricula, techproved greatly during the mid-1990s sophomore year and ET 301 was renology infusion within preservice teacher instruction, focused curricula on the integration of technology, and performance-based assessments have become the hallmarks of the preservice teacher technology courses at the University of Northern Colorado (UNC). The process, though, for this transition has been evolutionary and dependent on many of the same types of support reported as critical in the existing integration and change literature (e.g., Buck, 2001; Cuban, 1986; Hall, Dossett, & Wallace, 1973; Leggett & Persichitte, 1998). The transitions have required additional time, expertise, access, resources, and support and have occurred over a period of about seven years. In 1995, we required one three semester hour course (ET 401) in the use of technology of all preservice teachers prior to their student teaching experience. The assignments for ET 401 (though performance-based) were largely completed during class time since most preservice students did not have access to the hardware and/or software necessary to complete the projects. As in many teacher education institutions, access to computvice students were required to comer-based technologies at UNC implete ET 201 before the end of the

Doctoral dissertations in instructional design and technology, 1977 through 1988

This is a summary of data on doctoral dissertations completed in instructional design and technology programs over the period 1977–88. During this period, 1,518 dissertations were completed at 46 different institutions, with nearly half completed at only 7 institutions. The 1,518 dissertations were chaired by 286 different professors, but approximately half were chaired by just 39 professors. The number per professor ranged from 89 to 1. Output was fairly steady over the 12 years, averaging 127 per year, with a low of 106 in 1980 and a high of 149 in 1983 and 1985.

Planning for the Automation of School Library Media Centers.

F r mos t school l ibrary med ia special ists the quest ion is no longer whetherto au tomate bu t w h e n a n d how long it will take. Over the pas t twenty years media special ists have been instal l ing mic rocompute r s and au toma t ing m a n y media center funct ions . Many med ia centers are highly automated while others still employ traditional card catalogs and m a n u a l c i rculat ion sys tems. This article is directed at the media centers t h a t are in the early s tages of au toma t ing or are implement ing a major new system. In 1993 Keable, Williams, and Inkster found tha t 25% of Minnesota school l ibrary media centers have adopted an electronic online public access catalog (OPAC) and a b a n d o n e d their t radi t ional card catalog. The same s t u d y found a similar t r end in the use of electronic reference mater ia ls with 18% of school l ibrary media centers us ing one or more reference materials in a CD-ROM format. Over the next five years , fifty pe rcen t of the m e d i a specia l i s t s p lanned to a u t o m a t e with an OPAC. These s tat istics from Minnesota are repeated in o ther localities t h r o u g h o u t the country .