Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 23.20.220.59).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
JTATE Volume 14, Number 1, January 2006 ISSN 1059-7069
Abstract
If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess technology competencies of beginning college students. Colleges must then move beyond these assessments to providing student support for achieving technological competencies. With this type of foundation, teacher preparation programs will then be able to provide students with experiences that nurture powerful technology integration in P-12 settings. This article presents one college's efforts in developing and implementing a mandatory technology skills assessment for beginning teacher education students. A sample of the assessment is provided, as well as scoring checklists, a description of the resources that support student mastery of these skills, and the procedures for administering the assessment, and recording results. The context of continued technology integration in coursework and field experiences is emphasized.
Citation
Banister, S. & Vannatta, R. (2006). Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education. Journal of Technology and Teacher Education, 14(1), 209-235. Chesapeake, VA: Society for Information Technology & Teacher Education. Retrieved March 19, 2024 from https://www.learntechlib.org/p/5382.
© 2006 SITE