Journal of Technology and Teacher Education Volume 19, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Invited as a paper from SITE 2009
The Team-Taught Cohort Model for preparing pre-service teachers to use technology in their classrooms involves a “block” of courses in combination with a field experience in the second year of a four-year university program. Pre-service teachers are placed in cohort groups that participate in intensive coursework in curriculum, instruction, assessment, classroom management, and technology integration in balance with 18 full days of practicum experience. This model provides pre-service teachers with an authentic opportunity to integrate technology into a unit based on strong educational theory and current research, and an opportunity to spend quality time in a middle or high school classroom with a mentor teacher while being supported and coached by a team of university faculty members in a technology-rich environment. Four surveys were administered generating seven measures for each group of students. Effect Sizes measured using Cohen’s d ranged from 0.43 to 2.14 across the four semesters of students in the Team-Taught Cohort Model and from 0.24 to 1.12 across the two semesters of the comparison group in the Traditional Model. Results indicate that the Team-Taught Cohort Model is successful in increasing pre-service teachers’ competence and confidence in technology integration in the classroom.
Ward, G. & Overall, T. (2011). Technology Integration for Pre-Service Teachers: Evaluating the Team-Taught Cohort Model. Journal of Technology and Teacher Education, 19(1), 23-43. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2011 Society for Information Technology & Teacher Education
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Reflecting on the Challenges of Informal Contexts: Early Field Experiences With Technology in Teacher Education
Nick Lux, Amanda Obery, Jamie Cornish, Jamie Cornish, Bruna Irene Grimberg, Bruna Irene Grimberg, Anthony Hartshorn & Anthony Hartshorn, Montana State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 250–267
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