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Content Area Specific Technology Integration: A Model For Educating Teachers
Article

, University of Virginia, United States ; , , University of Minnesota, United States

Journal of Technology and Teacher Education Volume 14, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In this article we present a model of content-area specific technology preparation. This approach was premised on the fact that even if preservice teachers know how to operate technology, they need help to understand how to flexibly incorporate new technology resources into their knowledge of a content area in ways that enhance student learning. Important factors for implementation success were our collegewide support for the model, technology-using K-12 teachers who facilitated technology integration into methods courses, and taking a content-area specific view of technology integration. We conclude that it will likely take a systemic view to implement a collegewide innovation of content-area specific teacher technology preparation, and that faculty would need motivation, opportunities, and support to learn. To sustain such a model would likely require it become a basic, underlying assumption of the program of teacher preparation.

Citation

Dexter, S., Doering, A.H. & Riedel, E. (2006). Content Area Specific Technology Integration: A Model For Educating Teachers. Journal of Technology and Teacher Education, 14(2), 325-345. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 22, 2019 from .

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