Two Federally Supported Rural T Elecommunication Models for Professional Development and I Nstructional Improvement
Lynne Schrum, The University of Georgia
Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Calls abound for education graduates and practicing teachers to use information technologies for professional development and curricular integration. Everyone is expected to possess the skills and experiences necessary to accomplish these goals, yet most practicing and new teachers feel unprepared to do so (OTA, 1995). The Federal Government has begun efforts to increase the historically poor implementation record for technological innovations and to fund exemplars that may inform future practice. The purpose of this research was to document the processes by which two federally funded rural teacher education networking programs introduced telecommunications to practicing educators. The researcher sought to describe similarities and differences, successful practice and unmet needs as these two projects worked to provide support and create communities of learners.
Schrum, L. (1996). Two Federally Supported Rural T Elecommunication Models for Professional Development and I Nstructional Improvement. In B. Robin, J. Price, J. Willis & D. Willis (Eds.), Proceedings of SITE 1996--Society for Information Technology & Teacher Education International Conference (pp. 451-454). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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Paul G. Shotsberger, University of North Carolina at Wilmington, United States
Journal of Computers in Mathematics and Science Teaching Vol. 18, No. 1 (1999) pp. 49–60
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