Supporting Faculty in Efforts to Integrate Technology into Teacher Education
Neal Strudler, University of Nevada ; Christy Falba, -Las Vegas
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The recent report, Teachers and Technology: Making the Connection, (U.S. Congress, 1995), confirmed that “technol ogy is not central to the teacher preparation experience in most colleges of education. Consequently, most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice” (p. 165). According to the report, “Helping teachers use technology effectively may be the most important step to assuring that current and future investments in technology are realized” (p. 2). How, though, can we best prepare preservice teachers to develop the skills needed to incorporate a variety of technology tools in their professional practice? Most leaders in the field agree that this cannot be accomplished by educational technology classes alone. In addition to specialized courses in educational computing and technology, preservice teachers should experience widespread integration of technology into “non-technology” classes and field experiences; thus having opportunity to apply the skills gained in the educational computing class.
Strudler, N. & Falba, C. (1998). Supporting Faculty in Efforts to Integrate Technology into Teacher Education. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 343-344). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).