Developing technology-integrated field experience sites in urban schools: Approaches, assumptions, and lessons learned

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Radinsky, J., Lawless, K., Smolin, L.I. & Newman, M. (2005). Developing technology-integrated field experience sites in urban schools: Approaches, assumptions, and lessons learned. Contemporary Issues in Technology and Teacher Education, 5(2), 169-176. AACE.
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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 5, Issue 2, 2005
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Authors

Josh Radinsky, Kimberly Lawless, Louanne Ione Smolin, University of Illinois at Chicago, United States; Mark Newman, National Louis University, United States

Abstract

The Teachers Infusing Technology in Urban Schools project (TITUS) at the University of Illinois at Chicago (UIC) is developing an approach for addressing the shortage of opportunities for teacher candidates to experience technology being used effectively in high-need urban schools in the course of their field experiences. Beyond recruiting mentor teachers who are already adept at teaching with technology, our work has involved developing communities of experienced teachers within urban schools – prospective mentors for pre-service candidates – whom we support in learning to teach with technology. In our first year of intensive work with these groups of potential mentors, we have found a number of assumptions and patterns of interaction that can present problems to infusing technology, and we have explored a number of strategies for addressing them. These challenges often involve a tradeoff between different approaches to professional development. Some of these tradeoffs are presented below, followed by examples of how we have addressed them in our project.

Keywords

• Schools
• Teachers
• Mentoring
• Professional Development

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