Judy A. Abbott

Integrating Technology into Preservice Literacy Instruction: A Survey of Elementary Education Students' Attitudes toward Computers.

Abstract Many teacher education programs are integrating technology experiences into professional education courses. This study examined the attitudes toward the use of computers by preservice teachers before and after a semester-long literacy course that required the use of technology to complete assignments and activities. Sixty-three undergraduate education students participated in this study by completing pre- and postcourse surveys consisting of three attitude-toward-computer instruments. Two of the three instruments revealed a statistically significant difference in the mean scores from pre- to postcourse surveys, suggesting that both the Computer Attitude Questionaire (CAQ, Knezek and Miyashita, 1994) and the modified Computer Attitude Scale for Secondary Students (CASS, Jones and Clarke, 1994) adequately ascertain shifts in attitudes toward computers when adding a technology component to existing literacy courses. The results of this study suggest that increases in positive attitudes toward computers may have resulted from instructional approaches, meaningful assignments requiring technology, and supportive faculty. Recommendations for instrument use in evaluating the effectiveness and usefulness of technology strands integrated into teacher education programs are included.

Teaching the teachers: Effective forms of written feedback to help improve technical writing

Engineers write. However, in most programs there is little emphasis on writing and communication skills. As a result many engineers complete their undergraduate degrees with no formal writing instruction beyond freshman composition. The problem is twofold. First, the majority of higher education faculty members are not trained to provide written commentary, but are expected to provide it. Secondly, in many classrooms writing is viewed as a form of assessment, a snapshot of learning. There is no opportunity or mechanism for revision. Consequently, students view feedback as a type of grade and not as an opportunity to improve their writing. Finally the actual process of providing written commentary on student writing can be very time consuming. This paper reports a study that investigated the effect of a reflective written commentary on the number of drafts students submitted. RedPencil was created to streamline the process of feedback through the use of Internet-based technologies.