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Working with Partners: A Reflection on Partners and Projects

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TLRPTIL Volume 50, Number 3, ISSN 8756-3894


Initially, when discussing how to best approach the issue of examining the PT3 (Preparing Tomorrow's Teachers to Use Technology) projects in the context of professional development schools or K-12 collaboration, these authors first had to define what they considered to be a partnership between a college of education and a K-12 school. The concept of professional development schools conjures up an image of a type of relationship that involves much time and energy on the part of university and school faculty including the university and K-12 students. The concept of K-12 collaboration has not been as well defined. In a professional development school model, there is formalization of the relationship. On the other hand, K-12 collaboration is sometimes left to the initiative of the individual faculty member. The PT3 initiative by the U.S. Department of Education was focused on helping teacher preparation institutions enhance their own technology resources, improve the ways in which faculty incorporated technology into their teacher education courses, and establish resources for faculty to use. This particular review of PT3 projects is focused on the ways in which these projects developed and maintained relationships with K-12 schools. In this review, the authors set out to find PT3 project partnerships that articulated and implemented five goals: (1) preparing children to achieve their potentials and value education in a changing environment; (2) ensuring quality teacher education program with advances in technology and methodology; (3) promoting professional development of participating educators; (4) sharing of research and scholarship opportunities; and (5) working collaboratively with different stakeholders to ensure quality learning experiences for all students.


Aworuwa, B., Worrell, P. & Smaldino, S.E. (2006). Working with Partners: A Reflection on Partners and Projects. TechTrends: Linking Research and Practice to Improve Learning, 50(3), 38-44. Retrieved September 20, 2019 from .

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