The study investigated the extent to which courses in statistics and research (other than in STEM majors) were prevalent in the educator preparation programs (EPPs) for preservice teachers. A chi-square goodness of fit test, which compared the counts of these courses objectively identified through a content analysis of the EPPs' course descriptions, was conducted. The chi-square (2) p = .003, (p < .05) reflects that the hypothesis that courses in statistics and in research were as equally prevalent as assessment courses was rejected. For the decisions of instructors to be robust, they should be based on multi-sourced data.

The achievement gap between minority students and mainstream students has generated serious concerns over

Education is a human endeavor through which nations seem to have demonstrated a commoninterest in the promise that education makes society better, and can improve the human condition. At theforefront of society-wide effort toward national development, are teachers. Through them, schools anduniversities-which constitute the most extended networks of human organization present in any country-are created to typically function as excel of society performing prophylactic and prognostic roles in wealthcreation and improved human condition. But in the modern society, some people experience limited accessto education that others take for granted. Among the inhabitants that cannot take advantage of the yellowbrick road to acquiring a good education, as well as attaining a satisfactory standard of living in America,typically belong to the lower socioeconomic status. Teachers constitute a foundation of untapped dynamismand insight to profoundly change schools and improve student outcomes. Therefore, in the 21st century,teacher preparation implies sufficiently equipping preservice teachers with distinctive capabilities to servethe most vulnerable students in K-12 schools to become empowered participants in national development.

Learning through Increased Creativity and Exploration Themes  Government Policy on the Integration of Technology into the Curriculum  Technology, Human Capacity Building, and Professional Development in Zimbabwe  Integrating of ICT in the Curriculum and of Primary and Secondary Schools in Zimbabwe  How male and female students in Zimbabwe utilize ICT for professional and social development Themes  Possibilities of Access to and Use of ITC in Teaching and Learning  Challenges and Limitations on Access to the Use of TC Key Findings and Discussions:-Although the economy of Zimbabwe is not strong at this time to support the integration of technology into teaching and learning, the government of Zimbabwe has evolved a policy to promote the integration of technology into the curriculum with the sole of aim improving conditions of learning and human capacity building.As clearly pointed out by Kundishora, (n.d), and Isaacs (2007), several entities, including the business community, development partners and educational institutions have collaborated with the government of Zimbabwe to promote the use of ICT in education and human capacity development in Zimbabwe (UNDP, 2014a). The data from this study reveal several key findings, presented in categories that are classified under each of the two aforementioned themes. The categories that fall into the first theme will be discussed first.

No abstract