The Influence of Technocentric Collaboration on Preservice Teachers' Attitudes About Technology's Role in Powerful Learning and Teaching
Article
Penny Garcia, Stephen Rose, University of Wisconsin Oshkosh, United States
Journal of Technology and Teacher Education Volume 15, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Teacher educators have a dual responsibility. They must not only deliver the content of their courses but also model the pedagogical beliefs and instructional strategies they espouse. Perhaps no area more explicitly demonstrates the difference between "talking the talk" and "walking the walk" than the integration of technology into teacher education courses. There is increasing demand on teacher educators to utilize and model technology integration strategies throughout students' programs of study. WebSTAR telecommunication projects were designed to promote intercampus collaboration among teacher education faculty and their classes. Participants included twelve faculty and 182 teacher education students from the areas of social studies, language arts, and early childhood special education. This article defines the structure and design of the WebSTAR curricular tool and reports on the perceptions of faculty and pre-service teachers on how their participation in WebSTAR projects facilitated powerful learning and teaching.
Citation
Garcia, P. & Rose, S. (2007). The Influence of Technocentric Collaboration on Preservice Teachers' Attitudes About Technology's Role in Powerful Learning and Teaching. Journal of Technology and Teacher Education, 15(2), 247-266. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 18, 2024 from https://www.learntechlib.org/primary/p/19849/.
© 2007 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Apple Computer (1995). Changing the conversation about teaching learning and technology: A report on 10 years of ACOT research. Retrieved January 9 , 2007 , from http://www.apple.com/education/k-12/leadership/acot/library.html
- Bruffee, KA. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore, MD: The Johns Hopkins University Press.
- Chen, T. (2003). Recommendations for creating and maintaining effective networked learning communities: A review of the literature. International Journal of Instructional Media, 30(1), 36.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
- Cuban, L. (2001). Overso ld and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
- Dodge, B. (1995). Some thoughts about webquests Retrieved January 9, 266 Garcia and Rose
- Doolittle, P.E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 71-103.
- Fraenkel, J.R., & Wallen, N.E. (2000). How to design and evaluate research in education (4 th ed). Boston: McGraw Hill.
- Garcia, P. (2002). Faculty development using a problem-based learning methodology. Charlottesville, VA : Association for Advancement of Computing in Education. Distributed by A l lyn & Bacon.
- Harris, J. (1998). Curriculum-based telecollaboration: Using activity structures to designs tuden t projects. Learning and Leading with Technology, 26(1), 6.
- Harris, J. (2002) Wherefore are thou, telecollaboration? Learning and Leading with Technology, 29 (6), 54-59.
- John-Steiner, V., Weber, R.J., & Minnis, M. (1998). The challenge of studying collaboration. American Educational Research Journal, 35(4), 773-783.
- McGrath, D. (2004). Strengthening collaborative work. Learning and Leading with Technology, 31(5), 30-33.
- Norton, P. (2000). Technology in the teacher education classroom: Six categories of practice. Charlottesville, VA : Association for Advancement of Computing in Education. Distributed by A l lyn & Bacon.
- Riel, M., & Polin, L. (2004) Learning communities: Common ground and critical differences in designing technical environments. Retrieved January 9, 2007 from http://inkido.indiana.edu/dvc/riel/doc
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Knowledge Management and Information Literacy: Are Business Students Well-Positioned?
Caroline Akhras, Notre Dame University, Lebanon
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 870–878
-
Learning and Teaching through Collaboration: Planning the Future through Retrospection
Stephen Rose & Penny Garcia, University of Wisconsin Oshkosh, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2285–2294
-
Collaboration: New Possibilities with Information Technology
Caroline Akhras, Notre Dame University, Lebanon
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 264–271
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.