The role of telecommunications in preservice training in educational computing: content and process

Abstract

Telecommunications networks for educators are increasing. Market Data Retrieval reports (1987) that 36 states have some form of educational network. The number of school and districtbased bulletin boards is also growing at a rapid clip. Commercial database vendors such as Dialog, BRS and Dow Jones have packaged versions of their services for schools, and others, like McGraw-Hill's MIX system, are designed specifically for education (Aversa and Mancall, 1987). Some states, Pennsylvania and Washington, have produced detailed curriculum guidelines in this area. Along with this growth is a corresponding increase in the number of schools with modems and phone line access to online services. The availability of these networks has already had an impact on the roles in many schools of the librarian, media coordinator and computer coordinator. The classroom teacher, however, has not had direct access to the tools, because of costs, logistics or lack of experience and, as a result, they have not incorporated them into their curriculum. Access to modems and the availability of online options are no longer the barriers that they were even a few years ago, but experience with online systems is still lacking in most teachers. While inservice training programs are needed, preservice training in this area should also be implemented as soon as possible so that new teachers are not entering the classroom with a lack of technological skills (Dowling and Pruitt, 1987.)