Integrating Technology in Teacher Education Programs: Lessons from the Teaching Teleapprenticeship Project

Thomas, Lisa L.; Larson, Alice A.; Clift, Renee; Levin, Jim

doi:10.1080/01626620.1996.10463347

Cited by 19 publications

(3 citation statements)

References 4 publications

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“…They appeared to be inadequately prepared to employ calculators in the classrooms of their own. Research indicates that it takes a great deal of education and experience to achieve a comfortable level of expertise in the use of technology as a teaching tool for helping students learn (Thomas & Cooper, 2000). In a quasi-experimental study conducted in science methods courses by one author of this paper and his colleague (Lynb-linskaya & Zhou, 2008), the control class only worked on two projects that involved probeware while the treatment class was exposed to probeware more regularly throughout the semester.…”

Section: Tpack Development In Using Probewarementioning

confidence: 99%

Technology Capacity Building for Preservice Teachers through Methods Courses

Zhou

2011

International Journal of Online Pedagogy and Course Design

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Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

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Section: Tpack Development In Using Probewarementioning

confidence: 99%

Technology Capacity Building for Preservice Teachers through Methods Courses

Zhou

2011

International Journal of Online Pedagogy and Course Design

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“…(Topp, Thompson, & Schmidt, 1994).Apowerful reason to integrate technology across the curriculum is that pre-service teachers should have hands-on experience within the context of their entire teacher education &o that they can develop a range of skills and construct robust mental models related to technology integration. This infusion model is thought to better facilitate learning because it provides opportunities to use technology both as an instructional resource and as a tool (Thomas, Larson, Clift, & Levin, 1996). In fact, computer skills modeled in methods courses have been found to be significant predictors of actual computer use in the field (Handler, 1993 ).…”

Section: Review Of Literaturementioning

confidence: 99%

Preparing Pre-Service Teachers to Integrate Technology: The Utility of the Intel "Teach to the Future" Program

Britton¹

2005

NWJTE

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Pre-service teachers often do not possess the necessary skills, knowledge and experiences to effectively use technology for instruction and learning in their classrooms. This is due in part to the inexperience of many education faculty in integ rating and modeling the use of technology in their courses. Finding ways to address this gap in skills has proven challenging for teacher education programs. This paper explores the process utilized by one university to begin to remedy this problem through the Intel "Teach to the Future" Pre-Service Program. The curriculum is both described and critiqued using results from a survey of education faculty participating in this 4 day program. While the overall evaluation of the program was quite positive, program participants offered many suggestions to improve the program curriculum. The success of this pre-service program has led to further discussions of implementing components of this program curriculum into several courses, and a commitment to host the Intel in-service for K-12 teachers and the Intel Leadership Forum for K-12 administrators in 2005.

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“…Research has shown a number of important benefits concerning overcoming distance barriers and efficiency in the use of time, particularly while students are engaged in their school based practicum (Kariuki & Turner, 2001). For example, Thomas, Larson, Clift, and Levin (1996) found that pre-service teachers were able to communicate with their mentor teachers about the next day's lessons, share reflections on a previous day's activities, exchange teaching materials such as copies of quizzes, and so on, through the use of laptops. The students were also able to get quick help from their instructors, enabling them to proceed with more comfort, ease, and speed.…”

Section: Mobile Education and Teacher Educationmentioning

confidence: 99%

Supporting mobile education for pre-service teachers

Newhouse

Williams

Pearson

2006

AJET

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Mobile computing devices are increasingly finding a place in universities, putting the pressure on teacher education to consider how best to incorporate the use of these technologies. At the same time there is pressure from the requirement for teacher education students to develop skills and experience in using digital technologies to support their teaching in schools. In response to these pressures the School of Education at Edith Cowan University has involved students in two exploratory projects over the past two years concerned with the use of laptop computers. This paper reports on the implementation and results of these projects. While generally the outcomes were positive it is not clear that this is the preferred solution when considering the range of digital device options available.For over four decades computer systems have found an increasing role in educational institutions, particularly over the past 15 years with the growth of Internet based applications (e.g. Chen & Kinshuk., 2005). At the same time education has become a life long activity, as increasingly people aim to undertake study related activities anytime and anywhere they find suitable for their life and work requirements. While the use of Internet based educational applications in universities has helped satisfy some of this flexibility requirement, the recent emergence of a range of mobile technologies may hasten this process for learners in tertiary institutions. The use of mobile digital devices from wirelessly networked laptops to iPods, personal digital assistants (PDAs), Tablet PCs or advanced mobile phones is a growing trend on university campuses (Galuszka, 2005). These devices are becoming more portable and affordable, making them a more realistic proposition for universities to consider. Their advantages include convenience, with the ability to communicate and access course materials just about anywhere, and all provide ways to carry significant volumes of information.According to Virvou and Alepis (2005), one important field in which mobile technology can make significant contributions is teacher education. 290Australasian Journal of Educational Technology, 2006, 22(3) Several studies (e.g. Riggsby, 1998) have demonstrated the great promise of mobile learning for pre-service teacher education using various digital devices. However, the relative merits of each of these devices needs to be considered and weighed against the requirements of teacher education courses and student life at an Australian university. This paper sets out to introduce learning with mobile devices and discusses the results of exploratory studies at Edith Cowan University using wireless laptop computers. Mobile education and teacher educationOnline learning using Internet based technologies has become an important feature of programs at tertiary institutions, with the rationale that this supports student learning beyond physical classrooms. Learning with mobile devices promises continued extension towards "anywhere, anytime", or mobile, learning (Houser,...

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Integrating Technology in Teacher Education Programs: Lessons from the Teaching Teleapprenticeship Project

Cited by 19 publications

References 4 publications

Technology Capacity Building for Preservice Teachers through Methods Courses

Technology Capacity Building for Preservice Teachers through Methods Courses

Preparing Pre-Service Teachers to Integrate Technology: The Utility of the Intel "Teach to the Future" Program

Supporting mobile education for pre-service teachers

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