You are here:

Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants
ARTICLE

, , ,

TATE Volume 26, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article uses the framework of technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences. Lastly, the authors provide implications and directions for future analyses of technology integration efforts.

Citation

Polly, D., Mims, C., Shepherd, C.E. & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.10.024

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.