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Developments in computer technology have altered the teaching and learning process, particularly in areas of teacher preparation. Teacher education, perhaps more than any other academic discipline, utilizes the application of computer technology in human resources for both the actions of teaching and learning content and the actions of preparing others to use technology. The California State University System (CSU) has responded to the need for technologically enhanced learning by establishing specific behavior/knowledge standards for teacher education candidates. San Jose State University (SJSU) is one of the leading institutions to coordinate an institutional response to the need for technology-assisted training of teachers as well as the training of teachers to use technology. The current research is an exploration of technology apprehension among pre-service teachers at SJSU and how they learned technology in formal classroom settings. Drawing on personal narratives and a structured longitudinal survey, data revealed a loosely woven, interactive relationship-based learning environment, particularly for those with high levels of reticence toward technology.


Paper presented at the 25th Annual Conference of the Association for Teacher Education in Europe (Barcelona, Spain, August 2000).

Published as ERIC Document ED449782 http://eric.ed.gov/PDFS/ED449782.pdf

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