Innovations in Integrating Technology Into Student Teaching Experiences

Wetzel, Keith; Zambo, Ron; Buss, Ray R.; Arbaugh, Nancy

doi:10.1080/08886504.1996.10782194

Cited by 11 publications

(11 citation statements)

References 2 publications

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“…The traditional approach compartmentalizes science instruction from educational technology instruction (Hargrave & Hsus, 2000). Preservice teachers are typically introduced to a broad range of instructional uses of technology in a stand‐alone introduction to educational technology course, resulting in technology instruction that is decontextualized from science content (Hargrave & Hsus, 2000; Wetzel, Zambo, Buss, & Arbaugh, 1996). While many science teaching methods courses include instructional technology as a topic, they often do so in a separate unit, further exacerbating the decontextualized nature of technology instruction.…”

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confidence: 99%

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

2013

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This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform-based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform-based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform-based instruction. ß

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confidence: 99%

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

2013

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“…These beginning teachers may have needed more actual teaching experience to acquire a higher degree of confidence in their abilities to manage and arrange classrooms with children using technology or to select sofiware for specific chi:dsen. For example, Wetzel et al (1996) found that education majors 'ivbo stucent-taught in classrooms where technology integsarion was modeled and who actually led activities integrating technology had significantly higher degrees of confidence in their abilities to teach and l e a 3 with technology than those who studenttaught in classroons without models of technology use. Thus, actual classroom modeIing of technology integration and personal teaching experiences may be necessary to increase students' confidence in their ability to integrate technology in their classrooms.…”

Section: Resultsmentioning

confidence: 99%

“…Grzduates generally felt unprepared to integrate technology into their teaching, and they experienced few models of technology integration in their methods courses (Wetzel, Zambo, Buss, & Arbaugh, 1996). These survey results led two A S U W teacher education professors to integrate technology in a BLE and zn ESL elementary language arts course and to ensure that our education majors would visit K-6 sites where they could see and participate in appropriate models of technology integration in their practicum experiences, Compartmentalized instruction and the absence of modeling of computer use in methods courses were the problem.…”

Section: Collaborative Planning For Instructionmentioning

confidence: 99%

An Evaluation of Technology Integration in Teacher Education for Bilingual and English as a Second Language Education Majors

Wetzel

Chisholm

1998

Journal of Research on Computing in Education

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This article describes the team-planning, delivery, and evaluation of two courses required for English as a second language (ESL) and bilingual education ( B L E ) majors: Computers in Education and Language Arts Methods. T h e study revealed that technology was embedded in the context oflanguage arts and that beginning teachersgained confidence in their ability to integrate technology into E S L and BLE language arts classrooms. Although beginning teachers perceived the course objectives as valuable, they reported that they had not completely achieved the objectives. Recommended course changes are discussed. (Keywords: bilingual, English as a second language, language arts, teacher education, technology integration.)

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“…In a study of recent education graduates, Handler (1993) found that those individuals who were more prepared to use technology reported more experience in their methods classes and during student teaching. Still others have used the concept of field-based teacher education, and worked to create technology-rich placements for observations and teaching-practicum experi, ences in'schools (Smith, Houston, & Robin, 1995, Wetzel, 1996. Alternative assessments, through electronic portfolios, have been used to create authentic activities for preservice educators (Kovalchick, 1997).…”

Section: Technology and Preservice Teachersmentioning

confidence: 99%

Technology professional development for teachers

Schrum

1999

ETR&D

131

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[] "In our schools, every classroom in America must be connected to the information superhighway, with computers and good software, and well-trained teachers..." (President Clinton, State of the Union Address, 1997) President Clinton's challenge requires that teachers be ready to use technology and teach with it. In response to this call, many organizations have focused on the appropriate use of technology by current and future teachers. Entities such as the United States Department of Education, the CEO Forum, the Milken Exchange on Education Technology, the Association for Educational Communications and Technology (AECT), and the International Society for Technology in Education (ISTE) have recognized that without focused and purposeful energy, educators in our schools would be unable to maximize the potential of technology. The goal ~or universities and school districts is to ensure that preservice and inservice teachers can use technology appropriately.Before the education profession can accomplish this task, we must take stock of the current situation. The purpose of this article is to describe that situation, first by providing an overview of the status of technology use in our schools. Next, a review of the research and practice of technology professional development is presented, along with a description of successful models. Finally, the article discusses research and efforts to prepare preservice educators to use and teach with technology. Current Status of Technology in SchoolsEducators are making progress in learning about and using technology, but we have a long way to go. Results of survey research in this area

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Innovations in Integrating Technology Into Student Teaching Experiences

Cited by 11 publications

References 2 publications

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

An Evaluation of Technology Integration in Teacher Education for Bilingual and English as a Second Language Education Majors

Technology professional development for teachers

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