Goals for INTIME
were developed as a response to reports from the National Council for
Accreditation of Teacher Education (NCATE) and the federal Office of
Technology Assessment (OTA). These
reports have called attention to existing deficiencies in teacher
preparation programs in preparing preservice teachers to use technology
effectively in the PreK-12 classroom. Technology and the New Professional
Teacher (NCATE, 1997) reports that preservice teachers should be required
to apply technology in their courses and should see faculty model
technology use in the classroom. In addition, Teachers and Technology:
Making the Connection (OTA, 1995) suggests that in teacher preparation
programs where faculty model technology use, students will adopt the use
of educational technology in their instruction.
to conclusions drawn by the OTA, it is not enough to tell students about
what is possible. "They must see technology used by their
instructors, observe uses of technological tools in classrooms, and
practice teaching with technologies themselves if they are to use these
tools effectively in their own teaching" (OTA, 1995, p. 185). It is
far more common, however, for education faculty to discuss technology,
have students read about it or demonstrate
technology, rather than model it or require students to incorporate
technology use into their lessons or units (OTA, 1995, p. 185).
response, the purpose of the INTIME
project is to provide the necessary resources for methods faculty to
revise their courses to model technology integration and require teacher
education students to apply technology, along with components of quality
education, in their lessons and units.
(1997) identifies five reasons for the lack of technology integration in
teacher education courses. The
project goals are responding directly to these deficiencies:
education programs lack sufficient hardware and software.
Education departments lack sufficient technical support.
Teacher education faculty lack the knowledge, skills, and training
that support technology integration in their teaching.
Teacher education faculty are out of touch with what is happening in
PreK-12 classrooms, including the rapid introduction of technology.
academic culture rewards and recognizes individuality among faculty,
rather than valuing a common vision about technology and incentives to
seek professional development.
National Council for Accreditation of Teacher Education. (1997). Technology and the
new professional teacher: Preparing for the 21st century classroom.
Washington, DC: Author.
U.S. Congress, Office of Technology Assessment. (1995). Teachers and technology: Making the connection (OTA-HER-616). Washington, DC: U.S.
Government Printing Office.