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Sustainability of the effects of a Collaborative Model for Training University Faculty to Infuse Technology into Teacher Education Curriculum
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Mach, N., Hembacher, D. & Davis, J. (2007). Sustainability of the effects of a Collaborative Model for Training University Faculty to Infuse Technology into Teacher Education Curriculum. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2071-2076). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25656.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
In an attempt to sustain the successful results achieved in the College of Education of a diverse urban university with the support of a Preparing Tomorrow's Teachers to Teach Technology (PT3) grant from the U.S. Department of Education, the authors designed a study that that validated the use of a training-of-trainers model to motivate and train faculty to infuse technology into methods courses. The model facilitated the collaborative efforts of faculty to produce technology-based lessons, implement them in their classes, and produce CD-ROMs that are case studies and tutorials for both faculty and pre-service teachers. In this follow-up to a study, the faculty used an historical newsletter lesson in content area reading as well as social studies methods, while encouraging student teachers to use the lessons with their own students in their student teaching.
- Internet-Based Training of Academics: Barriers
- Practicing what you preach: A learner-centered Learning Management System (LMS) training and support program for faculty.
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
- Supporting the Adult E-Learner: Principles and Principals
- Building Relationships: A Model for Faculty Online Professional Development Communities
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