Redesigning an Introductory Educational Technology Course to Maximize Student Learning

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Lambert, J. & Teclehaimanot, B. (2005). Redesigning an Introductory Educational Technology Course to Maximize Student Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3263-3268). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19630.

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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

Authors

Judy Lambert, Berhane Teclehaimanot, The University of Toledo, United States

Abstract

Universities are challenged with finding effective ways to prepare faculty and teacher candidates with skills that meet the competencies of the national educational technology standards. Educational technology programs must design introductory technology courses that can effectively prepare preservice teachers with basic computer skills as well as knowledge of how to integrate these skills in their methods courses. The Educational Technology Program at The University of Toledo is in the process of revising its introductory course to achieve both these goals. The purpose of this paper is to describe and share the investigative process that will eventually lead to departmental and faculty discussions on course redesign.

Keywords

• Faculty
• Teachers
• Educational Technology
• Preservice Teacher Education

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