From How-to to Why-to: How a PT3 Project Matured
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Stephens, L. (2004). From How-to to Why-to: How a PT3 Project Matured. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 3691-3692). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13448.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
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Abstract
This presentation addresses how stakeholders in a PT3 project are taking an inquiry stance to examine ways of integrating technology in teacher education. A serendipitous shift from a community of learners (how to approach technology integration in teacher preparation) to an inquiry community (why we approach technology as we do) occurred at the end of the second of the 3-year project. The Viewing and Doing Technology Project, funded by PT3 in 2001, focuses on preservice teachers and university and K-12 faculty at Texas State University, location of the state's largest college of education. Writers of the project's plan were unable to recognize the need for this shift in 2000, when the most dire needs were increased access and training. Now it is clear that the project was to naturally spawn an inquiry community, and because of the university's 12-year relationship with 20 schools in 6 districts, this development has critical implications for long-term classroom-based studies.
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