Of Public Interest: Are Pre-Service Teachers Being Prepared to Teach the Citizenry of Tomorrow?
Laura Sujo de Montes, Jean Ann Foley, Mary Lane-Kelso, J. Michael Blocher, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents the reactions of preservice teachers to a mandatory practicum in a technology course that historically has not had one. Besides the addition of a practicum, the course was redesigned to use Problem-Based Learning as a vehicle to understand technology integration. Results indicate that, although preservice teachers understand the need and benefits of having practicum experience and of being technology savvy, they seem to have trouble internalizing be willing to be in the classroom and to learn technology in a subject area context, as expressed by their opposite comments in their individual journals and reflections and the course evaluation comments.
Sujo de Montes, L., Foley, J.A., Lane-Kelso, M. & Blocher, J.M. (2006). Of Public Interest: Are Pre-Service Teachers Being Prepared to Teach the Citizenry of Tomorrow?. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1826-1830). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).