Abstract
This study focused
on the use of technology within Council
for Accreditation of Counseling and Related Educational Programs
(CACREP) approved counselor education programs throughout
the United States. The procedure for this project was handled totally online.
An initial e-mail was sent to 146 possible participants to request corrected
addresses or names, if necessary, and to alert them to the coming introduction
and invitation to participate in this survey. There were 44 respondents who
agreed to take part in this study. They were given a password to the survey
instrument and directed to the researcher's web page.
The results
indicated that counselor educators are aware of the increase in the use of
technology in counseling programs, but were not convinced of the effectiveness
of this method of course delivery. Though most were comfortable with e-mail
and PowerPoint presentations by faculty and students, participants were not
widely accepting of classes online, or broadcast via satellite.
Introduction
In
order for graduate counselor education programs to remain competitive, as well
as serve students, they must integrate technology within their curriculum. The
encroachment of silicon chips and technology into the field of counselor
education is anathema to many counselor educators. Concerns of violations of
confidentiality (Casey & Bloom, 1994; Sampson,
Kolodinsky, & Greeno, 1997) and other ethical issues leave many
counselor educators grappling with maintaining standards, while attempting to
implement technological advances into counseling and counselor education
programs.
Resistance
to the use of technology in counselor education programs is understandable.
Counselors value personal contact; monitor body language for clues to client
feelings; listen to vocalizations for changes or contradictions; and determine
client comfort levels when culturally appropriate, by eye contact. Counselors
depend on the ability to communicate in order to build rapport with clients.
Once rapport has been established, the work of counseling can begin. Counselor
educators subscribe to these ideas and teachings. Even so, Lundberg
(2000) contends that humanistic approaches to counseling and counselor
education are compatible with the use of technology. His findings indicated
that counseling students were appreciative of the use of email and the
Internet as a vehicle for learning. Harris-Bowlsbey (1984)
suggested that a combination of technology along with human touch might
achieve a balance between the two and be beneficial to the client.
Statement
of the Problem
While
there have been many studies on the use of technology in education, studies
specific to what technologies graduate counselor education programs are using
have not been undertaken. The researchers found no studies delineating what
technology CACREP programs are using. Nor were there any studies indicating
how technology was being utilized within these programs. Isolated reports were
found discussing the merits of a particular type of technology for a few
counselor education programs (Sharf & Lucas, 1993; Sampson,
1995; Wagman & Kerber, 1984; White,
1988). There is no base study of all the CACREP
graduate counselor education programs regarding their use of state-of-the-art
technology. In order to make decisions regarding appropriate methods of
incorporating technology into counselor education programs, there must be a
working knowledge of what technology is being used and how it is utilized.
Once this information is gathered, training needs can be addressed.
Purpose
It
was the purpose of this study to investigate all the CACREP
graduate counselor education programs to ascertain what types of technology
were being utilized in addition to how that technology was being used. The
research questions for the study follow:
1. What do the CACREP
universities offer in the way of technology? How is technology being
incorporated into counselor education programs at CACREP approved universities?
3. Which courses are
presently being offered through online or interactive video methods?
4. What training has the
CACREP university’s counselor education faculty had in the use of
technology?
5. What, if any, technology
requirements are made of the students in the program?
Methodology
This
study was a survey approach to investigating the use of technology within
counselor education programs throughout the United States. The survey design
was a mix of open-ended questions, checklists, and yes/no responses. It was
also a follow-up of a qualitative study previously done in Virginia (Quinn,
2000). During the pilot study, it was determined that counselor educators
were extremely busy and were not universally open to giving up a portion of
time for interviews. Therefore, this study was done using the survey format
via e-mail and the Internet, in quest of an increased response rate.
Additionally, the results from the pilot study indicated that it might be
beneficial to broaden the definition of technology to include telephone use,
CD ROM use, and DVD use, along with leaving categories open to add
hereto-unconsidered methods of using
technology.
Participants
The
participants for this study were representatives of CACREP approved graduate
counselor education programs throughout the United States. CACREP programs
were chosen for this study because they set the standard by which other
counselor education programs are evaluated and viewed. There were 146 of these
programs listed on the CACREP web site in the United States, and all were
included in the study.
Initial
contacts were made by e-mail with the CACREP liaisons listed on the CACREP web
site asking them to participate in the study. If the contact did not feel
knowledgeable about the content area of the study, they were asked to pass the
survey to someone who was knowledgeable.
Instrumentation
The
main method of gathering information was through a survey instrument housed on
the WhizQuest web site on the Internet. The survey
was produced using a word processing software package and then converted
manually to HTML (hypertext markup language, commonly used on the Internet).
Once converted, the text could then be loaded onto WhizQuest
and published to the Internet, see Appendix A.
The
initial contact was to alert the liaison that there would soon be a more
in-depth explanation of a survey on the use of technology coming to them via
this e-mail address. Additionally, they were informed that some of the
questions in the survey referred to the ACES' (Association
for Counselor Education and Supervision) Guidelines for Online Instruction in
Counselor Education (ACES, 1999), as well as their Technical
Competencies for Counselor Education Students (ACES,
1999), and given
the Internet addresses. This gave the participants an opportunity to visit the
site and become familiar with these guidelines before receiving the survey.
Each message was individually addressed to a specific participant, and not
sent as e-mail with multiple addresses.
An
introductory letter was then sent via e-mail that stated the purpose of the
study and asked that the survey information be given to a person within the
counselor education program who was perceived as being the most knowledgeable
about the department's use of technology. The messages were sent with a
"return receipt" function that would inform the researchers that the
e-mail was delivered successfully to the addressee. Although a tracking chart
was utilized to eliminate repeated requests for completion of the survey, as
per the IRB approved by Virginia Tech, all results were reported anonymously
to protect the individual responding as well as the university.
The
URL (Uniform Resource Locators - address) for the researcher’s
web page was an active link
within the introductory e-mail message. By clicking on this URL, participants
indicated their willingness be a part of this study. Clicking on the URL will
open the researcher's web page where a "Technology Survey" button
was readily available. Clicking on this button opened a password protected
survey instrument. The introductory letter contained a password that would
allow only those invited to participate access to the survey. After typing in
the password, participants needed only to fill out the questions and click on
the "submit" button when finished. This sent their responses to the
WhizQuest server where only one of the researchers had access to the
responses. WhizQuest is a protected IP address and the responses were logged
with the respondents’ name and university to again control the flow of
repeats requests. The actual responses were collected in a group format and
not individually reported.
The
instrument itself consisted of options to select from a list, yes/no
responses, and a few open-ended questions such as "Describe how
technology is used to influence your instruction." Along with the
introduction letter, URL and password functioning, the instrument was field
tested prior to the actual survey being conducted. This field-testing was an
informal process to work out any glitches in the survey instrument. People who
participated in the field-testing ranged in their computer skills from basic
to expert. All replied that the survey required about 20-25 minutes to
complete. This information was included in the introductory letter. The
field-testing enabled the researchers to determine any problems with the
survey.
Data Collection Process
The
Education Technology Department at Virginia Tech manages a server that has a
survey conveyor called WhizQuest,
wherein the survey instrument was housed. This server was reported to be the
most stable and dependable on campus. Participant responses were received and
compiled by this program. WhizQuest utilized open-ended questions, multiple
choice, and yes/no responses. Additionally, the data could be copied as a
spreadsheet and loaded into a Microsoft Excel program and then manually
converted to SPSS 8.0 Graduate Pack. SPSS yielded the descriptives and
frequencies needed for the multiple choice and yes/no questions. The
open-ended responses were compiled using Thematic Analysis.
At
the beginning of the survey, demographic information such as name and name of
the university was asked. This information was solely for the purpose of
tracking which universities had responded and which had not. A table was set
up to record which letters/e-mails had been sent along with reply dates. The
table also was used to track the follow-up communications.
This
study was confidential. The report only contained group data, and this was
explained in the initial letter. The Institutional Review Board of Virginia
Tech determined that informed consent was not necessary for an online exempt
survey. Also indicated within the initial contact information was a schedule
of when reminders would be sent. After ten days, those universities not
responding were sent an e-mail reminder to participate in the study.
If
a college or university had still not responded after three weeks of the
initial e-mail/mailing, a third reminder was sent out also with the option to
pass the survey to another faculty member who was interested in the use of
technology. If, after another week (four weeks from the initial contact) there
has still been no response from the counselor education program faculty,
another faculty member was chosen to participate. The same initial and follow
up procedures were then set up for this person. The new faculty contacts were
asked if they would be interested in participating and having their university
represented in the study. This communication also explained the steps taken
thus far to have their university represented. A reminder to this second
contact person was sent after ten days. If after three weeks there has still
been no response, the researchers acquiesced that this university choose not
to be included in this study.
Analysis of Data
The
first part of the survey contained demographic information. This descriptive
data was reported as frequencies and percentages using the descriptive
features of the SPSS 8.0 program. The last four questions were open-ended
questions and were analyzed using thematic analysis. The expected responses
were categorized by uses of technology for: didactic teaching, skills
teaching/modeling, communication, research and advising. As each survey was
returned, information was compiled by WhizQuest and housed on their server.
The researchers had access to this password-protected information and checked
and double-checked to ascertain any new patterns that emerged. Additionally,
this allowed the inclusion of unexpected or unique uses of technology.
Results
Research Question #1
Research
question one examined what CACREP
universities offer in the way of technology. The findings indicated that
CACREP approved counselor education programs are utilizing traditional
technology as well as incorporating new technologies. Traditional technology
reported used by respondents includes: audio recording and playback devices
66%, video tape recording and playback devices 93%, fax machines 84%, and
overhead projectors 80%. Of the more recent technologies: 48% are utilizing
interactive satellite, 75% are using PowerPoint for class presentations by
faculty with 70% reporting students using PowerPoint for class. Additionally,
the percent of faculty using CD-ROMS is 50%, laser disks usage is 32%, 70% are
using scanners, 86% for modems, and 43% are using digital cameras. It seems
that audio recording and playback equipment is being phased out and scanner
use is relatively high as is technology utilizing the computer. See Table 1.
Research Question #2
The
second research question deals with how technology is being utilized. The
overwhelming majority of the respondents, 86%, use computer technology for
communication between peers and students, 84% use the computer for the
development of materials for class, online research 70%, and posting class
information 66%. Additional uses include the department web site 86%, along
with individual faculty member web sites 75%, practicum and internship
recording on video tape 93%, as well as on laser disk recording and playback
32%. See Table 2.
|
Table
2
|
|
Internet
Utilization
|
|
Use
of Internet
|
%
of Responses
|
|
Department
Web Page
|
86%
|
|
Faculty
Web Page
|
75%
|
|
Email
to faculty & students
|
86%
|
|
Database
Access
|
68%
|
|
Posting
class information
|
66%
|
|
Chat
rooms for personal use
|
45%
|
|
Listservs
|
80%
|
|
Research
to prepare for class
|
70%
|
|
Research
- traditional studies
|
70%
|
|
Publishing
in electronic journals
|
34%
|
|
Reading
Professional electronic journals
|
73%
|
|
Requiring
students to read electronic journals
|
54%
|
|
Requiring
students to participate in chat rooms
|
34%
|
Research Question #3
The
courses offered through online or interactive video were addressed in
research question three. The course most often offered totally online is
Research and Program Evaluation, 11%, with Internship and Human Growth and
Development, both at 9%, closely following. See Figure1 for
additional details.
Figure
1.
CACREP CORE COURSES TOTALLY ONLINE
Courses offered partially
online brought an increase in most of the course categories, see Figure
2 for details. Professional Orientation, Group Work and Practicum were
the only classes to remain the same.
Figure
2.
CACREP CORE COURSES OFFERED PARTIALLY ONLINE
The courses most often
offered through totally interactive satellite are: Career and Lifestyle
Development at 9% of respondents, with Human Growth and Development and
Research and Program Evaluation closely following at 7%. See Figure
3 for additional details.
Figure
3. CACREP
CORE COURSES OFFERED TOTALLY VIA INTERACTIVE VIDEO
Courses offered partially
through interactive video saw a slight increase for the career and human
growth and development courses. The other core courses either stayed the
same or decreased in interactive video usage. See Figure 4
for details.
Figure
4.
CACREP CORE COURSES OFFERED PARTIALLY INTERACTIVE VIDEO
Research Question #4
Question
four deals with the training of CACREP
universities counselor education faculty in the use of technology. Of the
professionals responding, 65.9% indicate that their training was adequate with
27.3% indicating that they have training but there needs to be improvement in
this area. Two percent did not know about the training and 4.5% did not
respond to this question.
Research Question #5
Question five pertains
to the technology requirements made of students. Of the faculty responding to
this study, 39% indicated that they use the ACES
Competency Guidelines for their students. Those who did not require
these competencies were 20% of the respondents with 36% indicating that they
were considering implementing these requirements and 4% not replying.
Open-ended question responses showed a propensity toward requiring all
students to have access to e-mail. If 86% of the responding faculty use e-mail
for communication with their students, then one would suppose that the
students are required to also have access to e-mail.
One unique requirement
from one program was that they require Masters students to have
"electronic portfolios" but did not explain what this entails.
Additionally they "require their PhD. students to take a course on
Applications of Technology in Counselor Education." Another professor
utilizes a unique approach with technology by taking all the visual and audio
content of lectures and burning them into CDs in each of his/her classes.
"Students are then given a CD for each class taken [with this professor],
and are required to cover the material at home prior to the class
meeting." This frees up the class time for experiential components and
interactive sessions. The professor admits this is more difficult to do and
more time consuming, but that it allows more time for "process of
teaching skills". This program is "skeptical of fully technology
based courses because they often turn out to be correspondence courses on the
web."
Only one program
reported having Human Development, Research Design, and Multicultural
Counseling courses in three distinct formats. Those formats are: interactive
TV, web classes, and courses that are done using traditional methods. This
program also reports having a long tradition of alternative delivery of
classes. Yet another program reports using interactive TV, in addition to
"video tapes and Internet course work such as weekly discussion
questions, transcriptions of sessions, journal entries and the final
examination." Still another program sees instruction as influencing
technology and adds that technology has enhanced the kinds of materials one
can require for additional reading, as it is available without charge in many
places. This program additionally sees web pages as opening another area for
instruction in that one can provide a myriad of information through this
medium.
Two universities spoke
about having high tech rooms with full production studios for interactive
distance education. One talked about these rooms having "smart cameras
that follow the professor". This same program reported having
collaborative labs were they teach theory, Family systems, etcetera, that have
one touch consoles that integrate VHS, DVDs, Doc Cam, built-in computer and
external laptop so that all work can be projected through the built-in LCD
projector. In addition, each pair of students in the room, sitting at a table
of 4, has a desktop computer that can be controlled from the console. This
enables whatever the student is working on to be transmitted through the LCD
to all other computers, with the instructor also having this capacity.
Additionally, this program is doing research on the effects of this high tech
environment on students.
Discussion
In today's educational
environment, with multiple demands made on students and students accustomed to
services twenty-four hours a day, seven days a week, it is important to update
programs to satisfy these demands or fall behind the competition. The global
atmosphere of the world today makes achieving higher educational goals
possible through a variety of methods heretofore not available. Collaboration
between universities will broaden the scope of possibilities.
The following
conclusions were drawn from the sample of 44 CACREP approved counselor
education programs across the United States. There was a wide range of
responses in the individual technologies fields, as indicated in Table
1. Counselor educators replied that they did not have sufficient
information regarding incentives to develop courses utilizing new
technologies. With 61.4% of the participants not knowing what the incentives
were, there appears to be a communication gap between those offering the
incentives and the potential recipients of the incentives.
Several programs
mentioned the availability of Blackboard
Course Info, and/or WebCT,
which are programs for publishing classes to the web. If this study were to be
repeated, it would be useful to have these listed as choices provided by the
individual’s university. One faculty mentioned that WebCT had a very steep
learning curve that was discouraging. Those utilizing Blackboard Course Info
found this to be a user-friendlier program (Quinn, 2000).
Presently, there are
other options for those wanting to publish courses on the web. Macromedia's
Dreamweaver,
Fireworks and Coursebuilder
software can be incorporated into Blackboard Course Info and present a
manageable package of course information for those who prefer to use their
creativity to individually create their own course format. Hohenshil
and DeLarenzo (1999) wrote about using the Internet to house their career
development course. Additionally, they presented a format for the components
of their class. The main drawback to this method of publishing a class is that
your intellectual property is not protected (Boettcher,
1999). If this is not a concern for individuals, then their method of
class presentation on the Internet is the easiest to achieve. One participant
in this study mentioned that he/she was in the process of making a
"hybrid" career development course and the researchers surmised that
the above-mentioned method is being utilized for this specific course.
Although there seems
to be a consensus within the field of counselor education that not all courses
are suitable for total online presentation, the sections of the courses that
involve paper, (i.e. syllabus, handouts, assignments, etcetera) might be
offered through this method thus cutting costs in printing for the department.
Additionally, it makes it difficult for students to say they lost the
syllabus, or cannot find it. It is accessible to them at all hours of the day
from any computer with web access.
Responses indicated
that programs are using a wide variety of technology in different aspects of
their programs. Some programs are more advanced in their use of technology and
others are just beginning. The switch to digital video and cameras allows for
additional possibilities in classes as well as for online presentation.
Programs or counseling sessions recorded digitally can be programmed to go
directly to a specific place and shorten hunting time during supervision. The
same can be done with feature films on laser disks. If a session has been
recorded digitally, it is easily uploaded to a web site and can be made
available to the course participants.
Most of the
respondents were knowledgeable about listservs and disseminating information
to classes through this method. Listservs can be password protected, as can
web sites. This would help to ensure protection of intellectual property.
There are publications
available that assist professors with making the transition from traditional
classes to classes delivered through alternative means. It may be beneficial
to present some of these methods to counselor educators at conferences and
seminars or through articles in professional counseling journals. There are
two articles that explain in depth how to produce a course for publication to
the Internet. One is by Jones and Karper (2000), and the
other article is by Hohenshil and DeLorenzo (1999).
All of the core
curriculum areas required by CACREP are being affected by the use of
technology. Many counselor education programs are posting class information on
the Internet. Various respondents indicated that some of the uses for the
Internet were to post class assignments, program handbooks, newsletters and
announcements on the web. Several counselor education programs discussed
totally technological classrooms while for others e-mail is the only use they
have for the Internet.
Research and Program
Evaluation courses were most likely to be offered totally online see Figure
1 for details. Human Growth and Development courses along with Internships
were the next largest group to be offered totally online. These categories
represented 9% each for responses. The researchers expected to see the human
growth and development class offered online as it is a more didactic course.
The research and program evaluation courses could also accommodate themselves
to an online format; however, the internship courses offered online, were not
an expected outcome and did not develop as a category in the pilot study.
Courses offered
partially online brought an increase in most of the course categories, see Figure
2 for details. In the open-ended questions responses, professors indicated
that partially online courses included syllabi, assignments, announcements,
and class discussions done via the Internet. Courses offered via totally
interactive video, see Figure 3, saw a decrease of
respondents for all core classes except Appraisal and Social and Cultural
Foundations, both of which remained the same. Again, it would stand to reason
that the more didactic classes could be delivered via interactive satellite as
well as group class, and practicum and internship supervision components.
While some counselor
educators are presenting class material via the Internet and through
interactive television, as well as through video taped classes, some programs
are just beginning in this area. This is congruent with the literature
reporting the increase of distance/distributed education courses (Lewis,
Alexander, & Farris, 1998). However, one respondent stated that
their program was shying away from online classes because they did not think
the quality of the classes thus far was up to their standards.
This seems to be a
common concern in academia (Bloom & Waltz, 2000). The
National Education Association (2000) devised Quality On The Line: Benchmarks
for Success in Internet-Based Distance Education, which are guidelines for
producing instruction via the Internet. ACES (1999) has developed standards
for online counselor education courses to ensure quality of course is
comparable to traditional courses. Research suggests that the quality of
learning via Internet classes is comparable and sometimes better than those
offered in a traditional manner (Russell, 1999). There
are processes at work to aid the professor in determining if his/her course
will present itself in similar quality to traditional courses.
The fourth question
refers to faculty training in technology. Counselor educators are improving
their technology skills. Of the 44 counseling programs responding, 11 reported
that 100% of their faculty satisfied the ACES Guidelines
for Technical Competencies for Students. These findings differ from a
survey done by ACES in 1999 on technology competencies of faculty and students
(Myers, 1999). The results of this previous study
indicated that faculty as well as student technology skills were not at a
"uniform high level…of competence"
The final question
pertains to requirements made of students in counselor education programs. At
a minimum, students are expected, though not formally required, to be able to
use e-mail. It is believed that as the present population of undergraduate
students reaches graduate schools, their computer skills will outdistance
those of the instructors (Traub, 1997). It is curious
that universities are requiring entering freshmen to have computers that meet
minimum specifications and yet graduate programs are reluctant to do this when
graduate students should have advanced skills.
Summary
& Recommendations
Counselor educators
are becoming increasingly aware of the need to improve technology skills to
remain competitive in the field of education. Global marketing has become an
everyday term in this technological age. Education has entered this arena and
has expanded its potential to a worldwide audience. Specific degrees are no
longer relegated to campus locations, but are available in the home or work
place, library or anywhere one can plug in a laptop computer. Even this is
changing as laptops can be run from batteries and through a satellite
connection not requiring an electric plug. In order for counselor educators to
more rapidly improve their technology skills, they would benefit from
investigating options and suggestions from the experts on distance and
distributed education. Conferring with the departments within their respective
universities that deal with distance and distributed education would be a way
to learn the technologies available in their universities.
The journals mentioned
within this report as well as journals within the profession would serve their
clientele by including articles specific to how to implement strategies to
increase personal interactions in online courses, in addition to courses
broadcast via satellite. Additionally, it would be helpful to construct and
share methods of evaluating to determine the success or failure of expeditions
in technology usage. Failures, as well as success, need to be disseminated.
Learning occurs from knowing what does not work as well as what does work (Unsworth,
1997).
Many of the responses
from counselor educators indicated that they have different requirements for
students in school counseling tracts than in other tracts. There were more
requirements made of school counseling students regarding the acquisition of
technology skills. With limited time resources for guidance counselors, some
school counselors are developing web material to assist with the counseling
concerns. Stone and Turba (1999) suggest that school
counselors have online guidance classrooms where students can go for
assistance with career development as well as other concerns.
Technology has
affected all aspects of the counseling profession. There are organized web
sites where counselors can provide counseling services through the Internet.
An example of one such web site can be found at: http://www.counselingnetwork.com/.
In addition, there are numerous sites that can be found that address a
plethora of counseling concerns. These sites can be technical or easy to
understand and a counselor needs to be able to determine if the site is a good
referral for his/her client or if the site is better suited for a
professional. The skills are also needed to assess the site to ensure that the
information it provides is legitimate. Counselor educators who are following
the ACES Guidelines for Student Competencies are teaching students how to
discern appropriate sites as well as inappropriate sites.
An important skill a
counselor needs is the ability to understand the clients' phenomenological
reality. Two years ago, in November 1999, 74 million people in the United
States were using the Web, with 118.4 million having access to the Web (NetRatings,
Inc., 1999). According to Global Research (2001), 215.6
million English-speaking people are utilizing the Internet. They estimate that
by 2003, there will be 230 million people online. Therefore, it is paramount
that counselors be prepared to utilize these resources in their practice.
Licensing is for the protection of the client and with the beginnings of
counseling implemented on the web, it behooves licensing boards to regulate
cyber counselors, address issues such as confidentiality and ethics pertaining
to client protection. Skills to do this are learned in counselor education
programs.
Though this study was
focused on CACREP approved counselor education programs, it might be helpful
to know what other programs are doing with technology. Although the
participants for this study were drawn from a pool of 146 possible subjects,
the response rate was 30%. This may have been because the others were not
interested in technology; were doing a similar study; were not doing much in
the way of technology; or overlooked the survey. The latter is difficult to
imagine given the large number of reminders to participate that were sent out.
It may also be useful to pole counselor educators to determine why they do or
do not take advantage of workshops offered by the respective universities to
facilitate or enhance the use of technology within the counseling curriculum.
The online version of
the survey was 10 pages long. This may also have been a deterrent, although
participants were told that the point and click format for filling out of the
survey took from 20-25 minutes. A paper version of this survey could be done
in chart form as a checklist and reduced in size. Perhaps a hard copy of the
survey mailed using the traditional postal service may have increased the
response rate. The survey would be visible on the recipients' desks along with
the return addressed envelope, which may have served as a more constant
reminder to fill out and return the survey.
The
researchers believe that online research is a viable and economical method of
conducting research. As technology improves, so too will the methods for
participating in, and providing research opportunities. Information is more
readily available; contacts and returns can be speedily transacted; and the
storage of information is easily handled.
Technology is always
changing and to be viable as counselor educators and practitioners, it is
imperative that we remain skilled in its use. Counselor educators are slowly
integrating technology into their curriculum. To remain competitive in a
global market, these skills need to be constantly updated. Becoming informed
about what is available in training for use of technology within each
university is an important first step. An additional study looking at what
practitioners are using would also be beneficial to the field. Integrating
technology skills into licensure and certification programs may be the impetus
needed to encourage practitioners and educators to acquire these skills.
References
ACES
Technology Interest Network. (1999). Technical competencies for counselor
education students:
Recommended guidelines for program development. http://filebox.vt.edu/users/thohen/competencies.htm
(March 3, 2000).
ACES
Technology Interest Network. (1999). ACES guidelines for online instruction
in counselor education. http://filebox.vt.edu/users/thohen/THOHEN/acesweb/
(March 3, 2000).
Bloom,
J., & Waltz, G. (2000). Cybercounseling and cyberlearning: Strategies
and resources for the millennium. Greensboro, NC: ACA.
Boettcher,
J.V., (1999). Copyright and intellectual property. T.H.E. Journal,
March, 1999.
Casey,
J. & Bloom, J. (1994). Use of technology in counselor supervision.
(Report No. EDO-CG-94-25). Greensboro, NC: Office of Educational Research and
Improvement (ED), Washington, DC. (ERIC Document Reproduction Service No. ED
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Appendix
A
Technology in CACREP Counselor Education Programs
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