Redesigning an educational technology course to place a focus on integration
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Javeri, M. & Hunt, E. (2002). Redesigning an educational technology course to place a focus on integration. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1642-1643). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6822.
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
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Abstract
All preservice teacher education students are required to take two one credit courses throughout their preparation at The University of Northern Colorado (UNC.) The first year of UNC's PT3 grant, the first of these two courses was redesigned. These courses had a distinct "tools" focus. Finally, the second year of the grant, we have worked to redesign the 300 level course. Because of the tools focus in the 200 level course, we wanted this to have a focus on integration. Between the two courses, the Colorado State Technology Standards and the NETS standards were met for preservice teacher education students. To create a course that is focused on technology integration in accordance with UNC's PT3 goals, two components will be utilized. First, the students will incorporate the state standards and a variety of teaching strategies to develop a lesson plan that effectively integrates technology. The scaffolding for this will include discussion about the theory of technology integration, instructional design theories, instructional strategies, and room design and classroom management. The second half of the course will utilize a case study to create a problem-based scenario that is embedded in practice. The students will be asked to create a needs analysis that is data driven from the available resources. They then produce a lesson plan that seamlessly integrates technology to help solve the "gap" found within the needs analysis. Other "problems" will come up throughout the case study such as technology and classroom management issues, room design issues, and equipment failures. This gives the students a place in which to apply the information that was gained at the beginning of the semester in a real world context.
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