The Evolution of a PT3 Grant: Course Dependence to Course Independence

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Baker, M. (2005). The Evolution of a PT3 Grant: Course Dependence to Course Independence. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2434-2439). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19449.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Mary Baker, University of North Dakota, United States

Abstract

This article traces the evolution of the University of North Dakota's Department of Teaching and Learning PT3 grant from its inception in a Teaching with Technology course to its post-grant integration into core curriculum coursework. A critical examination comparing and contrasting the merits and negative aspects of initial to current Technology-Supported Authentic Learning Task (TSALT) projects completed by both university personnel and pre-service teacher education students within their courses and in field experience classrooms reveals the maturation of the projects and the program, from course dependence to independence, from rather large, isolated projects to integrated, authentic teaching experiences that focus more on students' learning of course content and less on the technology that is used to enhance that student learning.

Keywords

• Achievement
• Students
• Educational Technology
• Integration

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