Situating Teacher Education: From the University Classroom to the
CAROL ANN GIANCARLO, Pedro Hernandez-Ramos, SANTA CLARA UNIVERSITY, United States ; Christine Stortz, CUPERTINO UNION SCHOOL DISTRICT, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper reports on the first experience moving a required teacher preparation course ("Instructional Technology for Teachers") from the university classroom into an elementary school setting. The key motivation was to help future teachers become more adept at integrating technology into their practice by learning about commonly used applications and best practices in an authentic setting. In addition to lab time focused on the acquisition of computer skills, the course design included classrooms visits and observations, conversations with teachers and the principal, and development of a lesson or unit plan. The format was an intense one-week workshop co-taught by two university faculty and a school-based coordinator, instead of a quarter-long course meeting once or twice a week with a single instructor. Students reacted very favorably to the course format and location. Detailed analysis of the curriculum and future plans are described.
GIANCARLO, C.A., Hernandez-Ramos, P. & Stortz, C. (2003). Situating Teacher Education: From the University Classroom to the. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1852-1858). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).