Models for Achieving Computer Competencies in Preservice Education

Abstract

Adequate preparation of preservice teachers to use computers and technology in their teaching and learning remains a problem. Two questions are addressed in this article, What do preservice students need to know and do? and How should these outcomes be achieved in a preservice program? The first question, what do preservice students need to know and do, is addressed by the Accreditation Committee of the International Society for Technology in Education (ISTE). Two methods employed to achieve the competencies are discussed: the core computer literacy course and the integration model. The author suggests that we do not need to choose between a computer literacy core course or an integration paradigm, but rather the breadth and depth of knowledge required by the ISTE/NCATE standards suggests that both a core course and effective integration are important components of a preservice program.