The Proceedings of the Information Systems Education Conference 2002: §341c Home Papers/Indices prev (§341b) Next (§341d)

Paper (refereed) Student-Faculty Papers

Recommended Citation: Bernard, S, L C Liu, and K S Koong. Integration of Computer Technology into Teacher Preparation Programs at Historically Black Colleges and Universities. In The Proceedings of the Information Systems Education Conference 2002, v 19 (San Antonio): §341c. ISSN: 1542-7382.

Integration of Computer Technology into Teacher Preparation Programs at Historically Black Colleges and Universities

Refereed

Shawon Bernard    [a1] [a2]
Computer Information Systems in Graduate Studies Program
Southern University at New Orleans    [u1] [u2]
New Orleans, Louisiana, USA    [c1] [c2]

Lai C. Liu    [a1] [a2]
Computer Information Systems and Quantitative Methods Department
The University of Texas Pan American    [u1] [u2]
Edinburg, Texas, USA    [c1] [c2]

Kai S. Koong    [a1] [a2]
Computer Information Systems and Quantitative Methods Department
The University of Texas Pan American    [u1] [u2]
Edinburg, Texas, USA    [c1] [c2]

Computer technology and instructional media are increasingly becoming an integral part of the teaching profession. Most educational material, including textbooks, has some form of instructional storage media and Internet address that teachers and students can use to obtain supplements and actual course material. Such infusion of technology into the classroom requires that teachers receive sufficient computer related training in their preparation programs. This study examines teacher preparation programs and how computer technology is integrated into their curriculum. Specifically, this study focuses on how Historically Black Colleges and Universities (HBCUs) are integrating technology into their undergraduate education curriculum. In particular, this research study identifies and examines computer technology courses offered and what classes are required for the baccalaureate degree in the area of education. The results of the this study should be of interest to school counselors, educators, school administrators, boards of education, social equity experts, legislators, curriculum evaluators, educational agencies and accreditation associations involved with teacher certification and teacher preparation. Federal and state legislators, attorneys, special interest groups, and current and prospective students will also find the results of this study useful.

Keywords: teacher preparation, curriculum, computer integration, HBCU, minorities

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