Flexible Delivery and the Working Teacher: Case Studies in Technology Integration Graduate Education PROCEEDINGS
Jo McClendon, Xiaopeng Ni, Fred Hartfield, Marty Thomas, Michael Orey, Tel Amiel, University of Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents four case studies of students who are in a new masters/specialist degree program in the Department of Instructional Technology at the University of Georgia. The degree program is designed for technology coordinators, but some of the students are teachers who want to be better at using technology in their own classrooms. The program uses a flexible delivery model wherein two courses are offered every semester; one class is offered online while the other is offered face-to-face in a location more convenient to large numbers of students. By the time of the conference, the four participants in these cases will be half way through the third semester of a 6-semester program. Data are being collected on the sense of community development, learning impacts on job performance, and program development and feedback.
McClendon, J., Ni, X., Hartfield, F., Thomas, M., Orey, M. & Amiel, T. (2004). Flexible Delivery and the Working Teacher: Case Studies in Technology Integration Graduate Education. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 574-581). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 AACE