A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs
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Shoffner, M.B., Dias, L.B. & Thomas, C.D. (2001). A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs. Contemporary Issues in Technology and Teacher Education, 1(3), 395-411. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/10734.
Contemporary Issues in Technology and Teacher Education
Volume 1, Issue 3, 2001
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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Public and government agencies in the United States are calling for increased accountability in all aspects of K-12 education and teacher preparation, demanding standards of performance and allocating funding to assist students and teachers to meet these standards. With the current influx of federally funded grants such as the Preparing Tomorrow's Teachers To Use Technology , many in instructional technology (IT) departments who serve teacher education programs wrestle once again with working outside the initial teacher certification areas. In light of new standards, not only in technology but also in all content areas, how can IT departments work with teacher education faculty and programs to ensure that novice teachers will be able to meet these standards? We propose that developing purposeful relationships of a cooperative nature between these two programs is a critical step toward preparing preservice educators to integrate technology.
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