
A Quilt of Teaching: the Possibilities of Multidisciplinary Curriculum Development Using Instructional Technology
PROCEEDINGS
Wiebke Kuhn, College of Liberal Arts, Auburn University, United States ; Jada Kohlmeier, Dept. of Curriculum and Teaching, Auburn University, 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), Waynesville, NC USA
Abstract
Next summer at Auburn University, K-12 and higher education teachers will meet to develop curriculum and teaching materials in different disciplines that center around the Quilts of Gees Bend. The workshop will give the opportunity to teach teachers how to use instructional technology in their teaching while having them develop their own project. In addition, the materials will become available to a larger audience because they will be online. Using the quilts as our theme and our metaphor for working together, this workshop will bring together experts in different fields for a unique teacher and faculty development experience.
Citation
Kuhn, W. & Kohlmeier, J. (2004). A Quilt of Teaching: the Possibilities of Multidisciplinary Curriculum Development Using Instructional Technology. 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. 2359-2364). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2021 from https://www.learntechlib.org/primary/p/14801/.
Keywords
References
View References & Citations Map- Aull, J.C. & Powell, S. (2003, March). “Innovative faculty development: Auburn university’s summer academy.” Society for information technology& Teacher education: Conference proceedings. Association for the Advancement of Computing in Education: Norfolk, VA.
- Grant, S.G. (2001). It’s just the facts, or is it? The relationship between teachers’ practices and students’ understanding of history.” Theory and Research in Social Education. 29(1), 63-108.
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