Instructional Technical and Pedagogical Design: Teaching Future Teachers Educational Technology
Anne Ottenbreit-Leftwich, Indiana University, Bloomington, United States ; Mark Millard, University of Wisconsin, Madison, United States ; Peter van Leusen, Indiana University, Bloomington, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper described a case study of informed educational technology design. The paper discussed how a conceptual guide for technology teacher experiences (Ottenbreit-Leftwich, Glazewski, & Newby, 2010) informed educational technology design in a course intended to prepare future teacher students to use technology. These students are introduced to various technologies and create materials for their future classrooms. They are also exposed to cases wherein they are required to make decisions on which technologies are most pedagogically appropriate. Therefore, the technology and pedagogy selected for this course are particularly important, as course instructors need to model appropriate decision-making.
Ottenbreit-Leftwich, A., Millard, M. & van Leusen, P. (2011). Instructional Technical and Pedagogical Design: Teaching Future Teachers Educational Technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1615-1623). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from https://www.learntechlib.org/primary/p/36528/.
© 2011 Association for the Advancement of Computing in Education (AACE)
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