Preservice Technology Integration Course Revision: A Conceptual Guide
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Ottenbreit-Leftwich, A., Glazewski, K. & Newby, T. (2010). Preservice Technology Integration Course Revision: A Conceptual Guide. Journal of Technology and Teacher Education, 18(1), 5-33. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/28346.
Journal of Technology and Teacher Education
Volume 18, Issue 1, January 2010
Society for Information Technology & Teacher Education Chesapeake, VA
More Information on JTATE
With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how they are currently teaching technology. Although no empirical evidence recognizes the most effective experience, previous studies have indicated the affordances and limitations of various experiences, as well as which experiences may be the most appropriate in specific situations. Our review of over 100 programs led to the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches (information delivery, hands-on activities, practice in the field, observation or modeling, authentic experiences, and reflection), technology content goals (e.g., NETS-T standards), and the broader context (e.g., stand-alone course, full implementation).
- Educational Technology
- Instructional Design
- Instructional Materials
- Preservice Teacher Education
- Teaching Methods
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