You are here:

A Quilt of Teaching: the Possibilities of Multidisciplinary Curriculum Development Using Instructional Technology
PROCEEDINGS

, College of Liberal Arts, Auburn University, United States ; , 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

Full Text

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 May 7, 2021 from .

Keywords

References

View References & Citations Map
  1. 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.
  2. 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.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References