Faculty-as-Student: Teacher Education Faculty Meaningfully Engaged in a Pre-Service Technology Course
Computers in the Schools Volume 21, Number 1, ISSN 0738-0569
This study looked at a different approach to professional development of higher education faculty. Faculty members were asked to participate in a pre-service technology course. Seventy faculty members accepted the invitation and took the course either during Fall Semester 2001, Winter Semester 2002, or Spring/Summer Terms 2002. Interviews and focus groups were used to determine the impact participation in this technology course had on the faculty members' attitudes toward technology integration in teacher preparation courses as well as their use of technology in their own teacher preparation courses. Our preliminary study found that faculty members are accepting of and will excel in this model of professional development.
Popham, J.A. & Rocque, R. (2004). Faculty-as-Student: Teacher Education Faculty Meaningfully Engaged in a Pre-Service Technology Course. Computers in the Schools, 21(1), 115-126.
Cited ByView References & Citations Map
DeAnna Laverick & Sue Rieg, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3287–3292
Sandi Cooper, Texas Tech University, United States; Trena Wilkerson, Baylor University, United States; Colleen Eddy, University of North Texas, United States; Michael Kamen & Stephen Marble, Southwestern University, United States; Debbie Junk, University of Texas at Austin, United States; Cameron Sawyer, Mathematics, New Zealand
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3227–3232
Leslie Hall, Washington State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 4 (December 2006) pp. 436–455
Aaron Popham & Nancy Wentworth, McKay School of Education, BYU, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1845–1851
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