Search results for author:"Debra Sprague"
Total records matched: 6 Search took: 0.056 secs
Journal of Technology and Teacher Education Vol. 14, No. 3 (July 2006) pp. 431–438
A debate currently occurring in the research community centers around what qualifies as "high quality" education research. This discussion was prompted by the U. S. Department of Education's challenge to consider only "scientifically based research" ...
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 89–94
Technology integration was probably never part of faculty learning experiences and often not part of their own elementary teaching experiences. Except in occasional and haphazard ways, technology integration was not part of preservice candidates'...
Contemporary Issues in Technology and Teacher Education Vol. 3, No. 4 (2004) pp. 353–361
Colleges and schools of education today are facing a challenge caused by the differing philosophies and views of their teacher education faculty and the educational technology faculty. Some believe that technology should play a role in education and ...
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1777–1778
This paper presents the first year findings of a mixed-method study of the High Touch Mentoring for High Tech Integration project at a suburban state-supported university. This three-year project was funded in part by the Preparing Tomorrow's...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3849–3854
The question currently plaguing the Educational Technology Community is not whether or not technology should be included in teacher education programs, but what is the best way to provide preservice and inservice teachers with models of technology...
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2091–2095
This research study examined whether or not integrating technology throughout a sequence of teacher preparation courses was an effective model for ensuring that pre-service teachers graduate with the knowledge and skills needed to integrate...