Technology and Teacher Preparation: A Case Study
Regina Chatel, Saint Joseph College, United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Over the past several years, I have attempted to raise both the computer knowledge level and the computer comfort level of preservice teachers by: 1) integrating technology into my own teaching, 2) using technology to foster preservice teacher inquiry and high level thinking, and 3) using technology to encourage preservice teachers to become educational leaders. This report describes several of the activities such as threaded discussion, publication of lesson plans on the Internet, access to lesson plans and further readings, and use of e-mail based class discussion and their impact on preservice teachers' perceptions of the role, use and purpose of technology in the classroom. Analysis of preservice teacher feedback following courses that require the use of technology in many different learning activities demonstrates that although undergraduate preservice teachers enter the program with slightly more developed computer skills than graduate preservice teachers, it is the graduate preservice teachers who are able to articulate how technology might be integrated into their own teaching.
Chatel, R. (2001). Technology and Teacher Preparation: A Case Study. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1567-1572). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
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Brian Rubrecht, Meiji University, Japan
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Gregory Chamblee, Georgia Southern University, United States; Scott Slough, University of Houston - Downtown, United States
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