A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs Article
Mary B. Shoffner, Laurie B. Dias, Christine D. Thomas, Georgia State University, United States
CITE Journal Volume 1, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Public and government agencies in the United States are calling for increased accountability in all aspects of K-12 education and teacher preparation, demanding standards of performance and allocating funding to assist students and teachers to meet these standards. With the current influx of federally funded grants such as the Preparing Tomorrow's Teachers To Use Technology , many in instructional technology (IT) departments who serve teacher education programs wrestle once again with working outside the initial teacher certification areas. In light of new standards, not only in technology but also in all content areas, how can IT departments work with teacher education faculty and programs to ensure that novice teachers will be able to meet these standards? We propose that developing purposeful relationships of a cooperative nature between these two programs is a critical step toward preparing preservice educators to integrate technology.
Shoffner, M.B., Dias, L.B. & Thomas, C.D. (2001). A Model for Collaborative Relationships Between Instructional Technology and Teacher Education Programs. Contemporary Issues in Technology and Teacher Education, 1(3), 395-411. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved January 23, 2018 from https://www.learntechlib.org/p/10734/.
© 2001 Society for Information Technology & Teacher Education