Both college faculty and public school teachers make limited, unimaginative use of new technologies, despite having equipment available. This is partially the result of teachers' attitudes toward computers in the classroom, conflicting beliefs about the purposes of schools, and teachers' feelings about rapidly changing technology. To increase…

Explores issues for school districts to consider in planning for staff development and technology, reviews research on the implementation of technology in schools, and offers specific recommendations for districtwide staff development programs. Recommendations include those for staff development and developing model sites for educators to evaluate…

Discusses technology-related competencies for teacher education programs, noting the difficulties inherent in defining computer literacy and examining the results of surveys of practicing teachers' use of and opinions about technology. The article proposes three minimal instructional technology competencies and offers suggestions for evaluating…

School staff needs training in computer use. Training design must acknowledge issues facing staff developers (how to conceptualize technology-based teaching, at what level technology-based teaching occurs, how teachers adapt in ways consistent with specific features of technology, and how technology-based classroom activities acknowledge the way…

This paper describes the importance of the International Society for Technology in Education's Technology Foundation Standards for all Teachers, dividing the standards into four groups (basic technology operations and concepts; application of technology and instruction; professional and personal use of technology; and societal, ethical, and human…