Technology in Teacher Education

Abstract

Teacher educators have a professional responsibility to experiment systemati cally with applying existing and emerg ing technologies to teacher training. A recent review of research on the applica tions of technology to teacher education indicates that major program themes are being overlooked in the research that is being done. Factors exist that are re stricting experimentation. Brooks and Kopp argue that a systems approach to teacher education program design should help organize and encourage systematic investigations of technology in professional education. Critical ques tions need to be asked if planning for technology in teacher training is to op timize faculty and financial resources.