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Situating Teacher Education: From the University Classroom to the "Real" Classroom
ARTICLE

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Journal of Computing in Teacher Education Volume 20, Number 3, ISSN 1040-2454

Abstract

This article presents a descriptive case study on the first experience moving a required teacher preparation instructional technology course from the university classroom into an elementary school setting. The key motivation was to help future teachers become more adept at integrating technology into their practice by learning about commonly used applications and best practices in an authentic setting, framed within a constructivist approach. In addition to lab time focused on the acquisition of computer skills, the course design included classrooms visits and observations, conversations with teachers and the principal, and development of a lesson or unit plan. The format was an intense one-week workshop, meeting for six hours each day and co-taught by two university faculty and a school-based coordinator, instead of a quarter-long course meeting once or twice a week for two hours or less with a single instructor. Students reacted very favorably to the course format and location. Detailed analysis of the curriculum and future plans are described.

Citation

Hernandez-Ramos, P. & Giancarlo, C.A. (2004). Situating Teacher Education: From the University Classroom to the "Real" Classroom. Journal of Computing in Teacher Education, 20(3), 121-128. Retrieved September 21, 2020 from .

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