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Results of a Study on Developing Learner-Centered Technology Assignments with Student Teachers

, , , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Carefully designed infusion of technology into field experiences for preservice teachers can provide a formal teaching and learning approach that encourages future teachers to demonstrate and model proficiency in technology applications and usage. Thus, novice teachers should develop the ability to use available technology as a tool to enhance the learner's experience.

Ideally appropriate technology infusion will give preservice teachers the opportunity to learn how to structure lessons, student projects, and student activities that are motivational, involve active participation, permit collaboration, emphasize content mastery, and individualize instruction. As these teachers enter the profession, they will have a unique set of skills and technology-related experiences that will empower them to be adept in their classroom environment, plan the equitable use of technology-related resources, and build a dynamically networked learning community based on curricular needs and goals.

Using technology to enhance pedagogy is necessary in a Professional Development School (PDS) model where universities and school district personnel work in partnership to prepare technology-competent teachers. Learning how to infuse technology into lessons and assignments that will meet the needs of all members of the learning community requires explicit planning in order to be effective. Nothing can be more important for the student teaching experience that mutually shared goals between university faculty and district practitioners in regard to technology-related experiences based on learning objectives for public school students.

This paper will describe how university faculty and a technology co-teacher worked together to plan and implement technology-infused assignments and lessons with student teachers that resulted in positive learning outcome for all participants. A survey based on technology standards as defined by The International Society for Technology in Education (ISTE) was administered to these 31 preservice teachers three times over the course of the student teaching year. Results were analyzed to determine if there was a change in the student teachers' attitudes toward technology and their level of confidence in using technology to enhance teaching and learning for their students. Results of this survey will be shared. Suggestions for practice and future research will also be included.


Pemberton, J., Tyler-Wood, T. & Rademacher, J. (2002). Results of a Study on Developing Learner-Centered Technology Assignments with Student Teachers. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 1740-1741). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .



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