Redesigning an Introductory Educational Technology Course to Maximize Student Learning
PROCEEDINGS
Judy Lambert, Berhane Teclehaimanot, The University of Toledo, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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.
Citation
Lambert, J. & Teclehaimanot, B. (2005). Redesigning an Introductory Educational Technology Course to Maximize Student Learning. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3263-3268). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/19630/.
Keywords
References
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21st Century Educational Technology Course Design: A Five-Year Research Project
Judy Lambert, The University of Toledo, United States; Yi Gong, Keene State College, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3279–3286
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