Modeling Effective Teaching Strategies for K-12 Technology Integration in a Hybrid Graduate Education Course

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Sims, M. & Nelson, E. (2008). Modeling Effective Teaching Strategies for K-12 Technology Integration in a Hybrid Graduate Education Course. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 3937-3939). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27867.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Michelle Sims, Kutztown University, USA; Erik Nelson, Arcadia University, USA

Abstract

While educational technology has been used in classrooms throughout the United States for the last two decades, there are studies that indicate that very few teachers feel competent in their abilities to integrate technology. This paper describes a hybrid graduate education course designed to model student-centered, constructivist teaching strategies incorporating problem-based learning to integrate technology into the K-12 curriculum. The course was compacted into two and a half days of face-to-face instruction followed by four weeks online. Teachers attending the course reported major changes in their perceptions of the need for integrating educational technology and the teaching strategies used to integrate educational technology in their classrooms.

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