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The Re-Envisioned Educational Technology Course: If Addition Isn't Possible, Try Division
ARTICLE

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Journal of Computing in Teacher Education Volume 22, Number 1, ISSN 1040-2454

Abstract

This paper presents a new model for the required preservice technology integration course. We situate our model within the literature on the dominant stand-alone model, as well as the alternative models that have been explored. We then detail our restructured model of three one-hour courses that include focus on Introduction and Development, Integration and Evaluation, and Implementation and Assessment. We will highlight the challenges we have faced as well as our plans for continued course development. We argue that not only is our technology integration class sequence a feasible transition from stand-alone educational technology courses to a fully integrated model, but it also has unique merit for the cognitive development of our students in and of itself. (Contains 1 table and 1 figure.)

Citation

Pierson, M. & Thompson, M. (2005). The Re-Envisioned Educational Technology Course: If Addition Isn't Possible, Try Division. Journal of Computing in Teacher Education, 22(1), 31-36. Retrieved December 13, 2019 from .

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