A.G. Masari

Alexandru Ioan Cuza University (ROMANIA)
Since 2003 till 2009, the Romanian Government set up at national level a program for improving quality education of teachers from rural areas. This program, free of charge, for the unskilled teachers from rural areas was structured on long-distance and e-learning principles. For pre-service and in-service training, there were involved four big universities (Alexandru Ioan Cuza University of Iasi, Babes-Bolyai University of Cluj, Bucharest University and West University of Timisoara). For Moldova region, at Alexandru Ioan Cuza University of Iasi were enrolled 582 teachers of Biology, Chemistry, English Language, French Language, History, Geography, Mathematics, Pedagogy for Kindergarten and Primary Teachers, Physics, Romanian Language and Computer Technology. This learning experience into university environment was developed during 2005 – 2008.
This research is focused on 173 students, with ages between 19 to 50 years old, from Pedagogy of Kindergarten and Primary Teachers, especially on their perception about four dimensions: education quality, integration of technology into learning, teaching process using technology and achievement. For investigation of these four aspects, since 2005 to 2008, there was designed a longitudinal study through two questionnaires, analysis of school data and statistics obtained at different exams. So, the first aspect, education quality was divided in two: quality regarding university studies and quality regarding their teaching process, and was yearly investigated through a questionnaire (Likert scale). The second and third variables, integration of technology into learning and teaching process using technology, was investigated through a questionnaire regarding their perception above the training on using technology (they were trained on the second year of studies) and difficulties in using technology in classes. For the fourth aspect of our research, achievement, we took into consideration school data (yearly average), statistics of results from graduation and average obtained at their first acquiring to professional title for working into educational system.
The results of data interpretation are structured on categories of beneficiary (age and educational experience) and on perception of those four aspects: education quality, integration of technology into learning, teaching process using technology and achievement as variables into learning process and support in education of student from rural areas.