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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

State Certification of PK-12 Computer Teachers

State Certification of PK-12 Computer Teachers
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Author(s): Lawrence A. Tomei (Duquesne University, USA)
Copyright: 2003
Pages: 2
Source title: Information Technology & Organizations: Trends, Issues, Challenges & Solutions
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59140-066-0.ch349
ISBN13: 9781616921248
EISBN13: 9781466665330


Nearly all 50 states acknowledge severe shortages of teachers in most academic content areas. The need for teachers is particularly great in math, science, special education, foreign languages, bilingual education, and technology (Kronholz, 1997). Perhaps the hardest content area to secure qualified classroom teachers is technology (Volk, 1997). Professional education preparation programs are taking on renewed vigor as state departments of education clamor to certify their PK-12 (Preschool/Kindergarten to Grade 12) classroom computer teachers. Educator proficiencies and standards are typically adopted by a board of education that has been given responsibility for educator preparation programs and specific certification areas meant to address a relevant knowledge base and skills set. Preparation programs provide relevant field-based experiences in a variety of educational settings with diverse student populations, including observation, modeling, and demonstration of promising practices to improve student learning. The certification process promotes professional development and guarantees a certain level of performance with respect to classroom computer instruction. Certification also strengthens technical skills by: (a) providing for the sharing and exchanging of ideas, instructional techniques, lesson materials, and classroom procedures for use in educational computing; (b) promoting general recognition of the vital professional role played by computer technology professionals and high level of competence required for this role; and, (c) promoting and encouraging appropriate use of technology for the improvement of instruction and educational technology management.

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