Literaturnachweis - Detailanzeige
| Autor/inn/en | Tesolowski, Dennis G.; Roth, Gene L. |
|---|---|
| Titel | A Comparison of the Importance of Competencies for Applying Microcomputers in Vocational Education. |
| Quelle | (1986), (29 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Competence; Computer Oriented Programs; Curriculum Development; Education Work Relationship; Educational Improvement; Educational Needs; Microcomputers; Relevance (Education); Secondary Education; Teacher Attitudes; Vocational Education; Vocational Education Teachers |
| Abstract | A national sample of 134 vocational educators, representing 6 vocational disciplines (agriculture, business, home economics, marketing and distribution, trade and industrial, and health occupations education), was surveyed to ascertain the relative importance of 47 competencies for applying microcomputers in vocational education. The 12-member DACUM (Developing A CurriculUM) panel that generated the core of this competency profile was used as a comparison group in this investigation. A one-way ANOVA (analysis of variance) procedure was used to determine if significant differences occurred between the groups' importance ratings on the five categories into which the competencies were grouped and their respective competencies. T-tests were used to identify which groups differed significantly. The groups' ratings did not differ on the categories; however, there were significant differences on 5 of the 47 competencies: (1) define the instructor's role in computer-based instruction (CBI); (2) demonstrate an awareness of microcomputer software; (3) assess students' needs for CBI applications; (4) orient students to CBI; and (5) assess students' microcomputer skills. Health, business, and marketing and distribution educators placed the highest level of importance on the five competencies, while home economics, agriculture, and trade and industrial instructors placed the least importance on them. This finding may reflect a split between high-technology and low-technology areas of the curriculum. Mastery of the content related to the 47 competencies can provide vocational teachers with opportunities to apply emerging technologies to the pursuit of excellence in curriculum, instruction, and the advancement of students from school to work. (Author/KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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