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Kenneth Travers Alghazo, Iman Mohammad 2015-09-25T19:56:42Z 2015-09-25T19:56:42Z 10000-01-01 1999 1999 The qualitative results showed that students were excited about the technology competencies they gained and would be prepared to teach with technology with some more self-training. However, their views about the role that technology should play in the classroom indicated that full appreciation of technology's role in reforming education needs more than the formal integration of technology into a preservice teacher education teacher education program. Solid experiences in learning with technology are needed. Made available in DSpace on 2015-09-25T19:56:42Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9952949.pdf: 10806500 bytes, checksum: 99cabd7f25661793d77e5dab1205df0d (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81635 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 281 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80353 (MiAaPQ)AAI9952949 eng Education, Technology of A Study of the Technology Competencies of Preservice Secondary Mathematics Teachers text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.