Strengthening Educational Technology in K-8 Urban Schools and in Preservice Teacher Education: A Practitioner-Faculty Collaborative Process
Karen Murphy, Wheelock College, United States ; Judith Richards, Graham and Parks Alternative Public School/Wheelock College, United States ; Colleen Lewis, Elizabeth Carman, Martin Luther King Elementary School, United States
Journal of Technology and Teacher Education Volume 13, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
If classroom teachers are to meet the need for meaningful integration of technology in educational settings, there must be a restructuring of both teacher preparation programs and current classroom practice. The purpose of this paper is to share the progress of a collaborative partnership between an urban school district and a college of education to support practitioners’ ongoing professional development and to inform teacher education practices around technology at the college. A Teacher Inquiry Group (TIG) consisting of a group of classroom teachers and other school and district personnel, along with teacher education faculty members, met over a two year period to study, share, and expand best practices for integrating technology into K-8 and college classrooms. Data gathered from TIG participants and others from the school district and college indicate that this collaboration has had a significant impact on both partner institutions and has great potential to widen that impact in the coming years.
Murphy, K., Richards, J., Lewis, C. & Carman, E. (2005). Strengthening Educational Technology in K-8 Urban Schools and in Preservice Teacher Education: A Practitioner-Faculty Collaborative Process. Journal of Technology and Teacher Education, 13(1), 125-139. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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Leslie Hall, Washington State University, United States
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