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Building Learning Communities to Increase Faculty and Preservice Teacher Use of Technology
ARTICLE

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Journal of Computing in Teacher Education Volume 21, Number 1, ISSN 1040-2454

Abstract

Effective learning communities connect members so that they can share knowledge and experience. This article examines the process and outcomes of building learning communities to increase faculty and preservice teacher use of technology through PT[superscript 3] funding at three institutions: National-Louis University, the University of Houston, and the University of Vermont. Strategies implemented as well as achievements and challenges for each project are outlined. Recommendations include reinforcing common goals and mutual benefits, connecting distant community members through online communication, dynamic configurations for networking, and incentives for faculty participation. Successful learning communities require nurturing to reduce isolation through improved communication and active participation. (Contains 2 tables and 2 figures.)

Citation

Borthwick, A.C., Pierson, M.E., Anderson, C.L., Morris, J.L., Lathem, S.A. & Parker, H.B. (2004). Building Learning Communities to Increase Faculty and Preservice Teacher Use of Technology. Journal of Computing in Teacher Education, 21(1), 23-32. Retrieved November 21, 2019 from .

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