Prepare Preservice Teachers to Use Technology in Education Classrooms: An Evaluation of the Program Used at the University of Nebraska at Omaha

Universities are facing the dilemma of keeping up with technology while facing budget cut. Preparing preservice teachers to face the demands of the technologically advanced classroom is a continuing challenge and of great interest. The purpose of this study was to evaluate the laboratory/modular approach currently being used at University of Nebraska at Omaha College of Education and the effectiveness in preparing preservice teachers for the technology needs of the classroom. This study also investigated whether the elements of technology required to meet Nebraska competencies were covered in the laboratory/modular training program used at UNO. Two groups, preservice teachers and student teachers, participated in the semester long study. The preservice teachers responded to a pretest, posttest, and participated in a discussion group to help answer eight research questions. Student teachers answered an online survey to help determine if the program prepared them to use technology in the classroom, their responses help answer five research questions. Each group provided valuable information to help evaluate the current technology program and its effectiveness