Australian Experiences with the Effective Classroom Integration of Information Technology: implications for teacher education

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Abstract
In 1992 an Australia‐wide survey was undertaken to determine the most appropriate and effective ways by which classroom teachers have acquired the necessary skills and knowledge to use technology in their curriculum. The survey examined current and changing practice and identified factors which the teachers considered promoted or hindered the effective integration of computer technology. Many teachers felt that their teacher training (pre‐service and in‐service) did not prepare them to effectively integrate computers into their teaching, that it did not include enough time for them to become comfortable with the software, nor did it include support to help them troubleshoot during the early implementation stages. This paper discusses these aspects of the survey results and the implications for teacher education in Australia.

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