Conceptualizing Barriers: Technology Infusion and Learning in Pre-Service Teacher Education
Richard Larkin, University of West Georgia, United States ; John Dickey, Virginia Tech, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports the results of research and evaluation conducted regarding the introduction of technology into a teacher preparation program. The authors were involved in the development of a formative evaluation plan for the State University of West Georgia?s PT3 effort, called project Insight. Part of the assessment endeavor involved development of an innovative, extensive approach to formative evaluation for the technology infusion process. In addition, the approach itself drew on some sophisticated technology in the form of visualization in the CAVE, a 3-D immersible virtual-reality environment. The objectives of this development were fourfold. (1) To utilize a new tool ? Quantitative CyberQuest (QCQ) ? to create a set of exhaustive and systematic conceptual models for technology infusion and learning in pre-service teacher education. (2) To visualize some of these models in the CAVE. (3) To show, via a set of illustrative scenarios, how to employ these models in practice. (4) To synthesize the lessons learned.
Larkin, R. & Dickey, J. (2004). Conceptualizing Barriers: Technology Infusion and Learning in Pre-Service Teacher Education. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 966-968). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).