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Learning to Teach with Technology: From Integration to Actualization
Article

, , The Pennsylvania State University, United States

CITE Journal Volume 2, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this article is to highlight technology integration within a unique professional development school (PDS) context. Emphasis is placed on teaching interns (i.e., prospective elementary teachers in their final year of preparation) who were introduced to applications of technology through their university coursework. Opportunities to explore technology use in the classroom were afforded through a year-long, school-based internship. Prospective elementary teachers experienced multiple approaches to integrating a wide range of technology tools and applications of technology designed to enhance and support student learning. In this article, we describe the PDS program context, technology integration framework, five exemplar cases of technology infusion in the context of elementary classrooms, and implications for learning to teach with technology. The cases include: Grade 1 - Mystery Dinosaurs: Demonstrating the Discovery Process using Kid Pix™; Grade 2 - Exploring Seasons: Simulating an Ecosystem with Sammy's Science House™; Grade 3 - Where do insects go in the winter? Using the Web to Support a Science Investigation; Grade 4 - How healthy is the food we eat? Representing Nutritional Information using Graph Club™; and Grade 5 - Demonstrating Understandings of Convection Currents: Students as Web Page Authors.

Citation

Gimbert, B. & Zembal-Saul, C. (2002). Learning to Teach with Technology: From Integration to Actualization. Contemporary Issues in Technology and Teacher Education, 2(2), 204-217. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved June 16, 2019 from .

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