An Analysis of Readiness of Education Students in the Use of Technology at Mississippi State University
The purpose of this study was to analyze the readiness of pre-service teacher education graduates at Mississippi State University (MSU) in the use of technology. The design of this study was a survey approach. Data from the completed survey instruments was coded onto data sheets and was entered into the Statistical Package for the Social Sciences. Description statistics were used initially on the data to answer the research question. Chi-square was selected as a statistical tool because the data for the study was nominal and ordinal. The focus of the study promoted one major question and three sub-questions. The major question was: Are undergraduate teacher education graduates at MSU adequately prepared to teach with technology? The three sub-questions were: (a) which students seem to be the most and the least prepared to use technology in the classroom? (b) what are the differences between students who are prepared and those who are not? and (c) which experiences do the most prepared students have that the others do not? The analyses of the data indicated that students with a higher skill level had been exposed to teachers/instructors who used technology in teaching, whether in student teacher placement, practicum placement, or during the last two years of classes. The analyses of the data showed the courses student teachers took did not seem to make them more proficient in the use of technology. The study showed that there were student teachers who did not have exposure to the use of technology in courses they took. The findings of this study indicated that pre-service teacher education graduates were inadequately prepared in the use of technology.