The Influence of Technocentric Collaboration on Preservice Teachers' Attitudes About Technology's Role in Powerful Learning and Teaching

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Garcia, P. & Rose, S. (2007). The Influence of Technocentric Collaboration on Preservice Teachers' Attitudes About Technology's Role in Powerful Learning and Teaching. Journal of Technology and Teacher Education, 15(2), 247-266. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19849.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 15, Issue 2, April 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Penny Garcia, Stephen Rose, University of Wisconsin Oshkosh, USA

Abstract

Teacher educators have a dual responsibility. They must not only deliver the content of their courses but also model the pedagogical beliefs and instructional strategies they espouse. Perhaps no area more explicitly demonstrates the difference between "talking the talk" and "walking the walk" than the integration of technology into teacher education courses. There is increasing demand on teacher educators to utilize and model technology integration strategies throughout students' programs of study. WebSTAR telecommunication projects were designed to promote intercampus collaboration among teacher education faculty and their classes. Participants included twelve faculty and 182 teacher education students from the areas of social studies, language arts, and early childhood special education. This article defines the structure and design of the WebSTAR curricular tool and reports on the perceptions of faculty and pre-service teachers on how their participation in WebSTAR projects facilitated powerful learning and teaching.

Keywords

• Collaboration
• Faculty
• Educational Technology
• Integration
• Preservice Teacher Education

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