Integrating Technology Experience into Student Teaching: A Model for Preservice Teachers' Technology Education

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Gong, Y. (2002). Integrating Technology Experience into Student Teaching: A Model for Preservice Teachers' Technology Education. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1330-1331). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6722.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
2002
ISBN 1-880094-44-4
  Dee Anna Willis, Jerry Price & Niki Davis
AACE

More Information on SITE
Table of Contents

Author

Yi Gong, Indiana University of Pennsylvania, USA

Abstract

Effective integration of technology into curriculum and instruction has received much attention in education, and teacher education programs are expected to equip preservice teachers with both technology literacy and teaching methods with technology. In most of the teacher training programs, the common practice is to insert technology-related courses as required courses into teacher education curricula. But it is not a practicable solution to the problem, wich is the lack of effective use of technology by new teachers in school settings (Bruder, 1991). In this study, a new model of integration of technology into preservice teacher technology education is explored. The study is conducted in an elementary class setting through a webpage building project. The participants are student teacher, classroom teacher, college technology staff, and students. Before the study, both the student teacher and classroom teacher are new to the webpage design. An interview with the student teacher is conducted regarding his technology literacy, proficiency, and attitude toward technology use in teaching. During the process, the student teacher acts both as trainee and trainer. As the project proceeds, the role of the student teacher focused more, until totally, on the role as a trainer. The webpage of the class is well designed and uploaded as a result of the cooperative group work. An after-project interview is also conducted with the student teacher. Results show that such an on-site technology experience contributes significantly to preservice teacher's technology competence and increasing his attitude positively toward using technology in his future teaching.

Keywords

• Elementary Education
• Educational Technology
• Integration
• Preservice Teacher Education
• Teaching Methods

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