Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education
Savilla Banister, Rachel Vannatta, Bowling Green State University, United States
Journal of Technology and Teacher Education Volume 14, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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.
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.
© 2006 Society for Information Technology & Teacher Education
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Making the Transition From High School to College: Do Teacher Candidates Possess Skills for Technology Integration?
Savilla Banister & Cindy Ross, Bowling Green State University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1435–1439
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