Choreographing Change One Step at a Time: Reflections on Integrating Technology into Teacher Education Courses

Technology and Pedagogical Renewal

“…The general scope of these sessions encompasses three needs areas-telecommunications tools, productivity tools, and educational multimedia-while specific emphases correspond to the needs that participants identify on needs assessments surveys. Thus, the capacity-building activities address technology-related professional development and training imperatives that various scholars (e.g., Willis & Mehlinger, 1996;Flaba, Strudler, & Bean, 1999;Strudler, 1993) have identified as crucial. Referring again to Figure 4, the capacity-building activities are part of a preparatory semester which is geared toward enhancing the productivity of the NLCs when they meet in the collaborating semester that follows.…”

La integración de las tecnologías de la información y la comunicación en la formación del profesorado: desafíos para enseñanza y aprendizaje constructivista

“…2 Varios autores han trabajado con los problemas de la integración de las TIC en la formación del profesorado: Becker, 1994;Beichner, 1993;Brand, 1997;Brush, 1998;Brush, T., et al, 2001;Carr, 1992;Duhaney, 2001;Fabry and Higgs, 1997;Falba, et al 1999;Franklin, T. et al, 2001;Martínez and Woods, 1995;Munday, et al, 1991;Northoever, 1999;OTA, 1995;Pierson and McNeil 2000;Rodriguez, 1996;Schrum, 1999;Siegel, 1995;Smith, Houston, & Robin, 1994;Strudler and Wetzel, 1999;Sugar, 2002;Thompson, Schmidt, & Hadjiyianni, 1995;Topp et al, 1995;Wetzel, 1993;Willis, 1997. encuentre en su Formación. Brush, et al (2001:17), presentan su propia institución, basándose en la idea de que los requisitos en muchos de estos programas de formación del profesorado son problemáticos por, La ausencia de integración entre la enseñanza de metodología en que se basan en experiencias con la enseñanza de la integración de las TIC con experiencias... La ausencia en la integración de la tecnología con experiencias reales... La ausencia de la integración entre los profesores del programa de formación de manera global.…”

Rates of adoption in a university course management system

“…Mere installation and availability of a course management system in a university is not a guarantee of a rate of adoption high enough to justify investment. Higher education organizations face persistent challenges in the adoption of technology (Falba, Strudler, and Bean, 1999;Olsen, 1999), with the course management system being the latest technology challenge (Foreman, 2001). With technology programs consistently ranking as a top priority in higher education (Carlson, 2000), new ways of measuring campus technology programs should prove generically useful (Brunner and McMillan, 3 1994; Rai, 1998).…”

“…Examination of subsequent education courses showed minimal changes, even after teacher-education, although the authors suggest that small observed changes in education faculty courses are valuable to the overall teacher education program as a whole. (Falba, Strudler, and Bean, 1999). In a larger study, Ndahi examined the use of online services by 79 industrial and technical teacher-educators from 20 different American universities.…”