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Table B

Summary Results of Participants' Development

of Technology Integration Skills Attitueds

Time
Outcomes

January 2000
Participants demonstrated positive attitudes toward the teaching profession and toward integrating technology into the classroom. In addition, most participants can use common technology tools at a basic level. However, the participants also know little about how to integrate technology into teaching. Thus, they sought support and have a desire to learn more from hands on activities. Overall, there is a good start for the Building Learning with Technology Project.

July 2000 As compared to the January survey, pre-service teachers and K-16 educators reported improvement in their technology skills. K-16 educators also reported greater experience in incorporating technology into teaching. However, the pre-service teachers still reported lack of experiences with integrating technology into teaching and need technology support that is immediately available. No significant improvement in technology skills was found for FEA students and no significant change was found for participants' attitudes toward the teaching profession and toward integrating technology into the classroom.

January 2001
Pre-service and K-16 teachers often used tools that were familiar for technology integration, such as word processing, and presentation tools. Several impressions, when compared to previous responses, were derived from the survey:
1. Participating in the BLT has a greater influence on participants' attitude toward teaching with technology than teaching as a career.
2. As for the participants' technology skills for using certain equipment, they were more skilled in using Windows-based computers, video cameras, and scanners. They were less skilled in using video-conferencing equipment.

3. Participants were more skilled in using word processing software, Web browsers, and e-mail. They were less skilled in using digital video editing, Web authoring, and multimedia authoring software.

4. No more than half of the pre-service teachers engaged in or observed classroom instruction that integrated technology, and few pre-service teachers had experiences in using technology to improve their own professional learning.

5. In designing lesson plans, more pre-service and K-16 teachers researched a specific topic by accessing information on the Web, used a variety of media to communicate information and ideas, and identified and located technology resources. Few used educational software to enrich activities.

6. Few K-16 teachers used video for pre-service students to observe modeling the use of technology in classroom instruction, created electronic portfolios, or asked students to design products through the use of technology.

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Time	Outcomes
January 2000	Participants demonstrated positive attitudes toward the teaching profession and toward integrating technology into the classroom. In addition, most participants can use common technology tools at a basic level. However, the participants also know little about how to integrate technology into teaching. Thus, they sought support and have a desire to learn more from hands on activities. Overall, there is a good start for the Building Learning with Technology Project.
July 2000	As compared to the January survey, pre-service teachers and K-16 educators reported improvement in their technology skills. K-16 educators also reported greater experience in incorporating technology into teaching. However, the pre-service teachers still reported lack of experiences with integrating technology into teaching and need technology support that is immediately available. No significant improvement in technology skills was found for FEA students and no significant change was found for participants' attitudes toward the teaching profession and toward integrating technology into the classroom.
January 2001	Pre-service and K-16 teachers often used tools that were familiar for technology integration, such as word processing, and presentation tools. Several impressions, when compared to previous responses, were derived from the survey: 1. Participating in the BLT has a greater influence on participants' attitude toward teaching with technology than teaching as a career. 2. As for the participants' technology skills for using certain equipment, they were more skilled in using Windows-based computers, video cameras, and scanners. They were less skilled in using video-conferencing equipment. 3. Participants were more skilled in using word processing software, Web browsers, and e-mail. They were less skilled in using digital video editing, Web authoring, and multimedia authoring software. 4. No more than half of the pre-service teachers engaged in or observed classroom instruction that integrated technology, and few pre-service teachers had experiences in using technology to improve their own professional learning. 5. In designing lesson plans, more pre-service and K-16 teachers researched a specific topic by accessing information on the Web, used a variety of media to communicate information and ideas, and identified and located technology resources. Few used educational software to enrich activities. 6. Few K-16 teachers used video for pre-service students to observe modeling the use of technology in classroom instruction, created electronic portfolios, or asked students to design products through the use of technology.