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Cooperating Teachers’ Assessment of Preservice Teachers’ Integration of Technology During the Clinical Practice: How Can Faculty Model More?
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, , Norfolk State University, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: This paper is a discussion of data collected on how preservice teachers at a Historically Black University (HBCU) were evaluated by their cooperating preK-12 teachers on their use of technology as an instructional aid during the student teaching clinical practice. The dominate question is do the University teacher education programs provide enough training and modeling of the integration of technology in the curriculum. The teacher education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the State Board of Education. The University is accredited by the Southern Association of Colleges and Schools (SACS). All of the standard setting agencies require that teacher education programs ensure that candidates are able to effectively integrate technology into instruction. The objective is for the roundtable presentation to generate discussions that will add to research on best practices for integrating technology into the curriculum.

Citation

Knight, M. & Ferguson, L. (2009). Cooperating Teachers’ Assessment of Preservice Teachers’ Integration of Technology During the Clinical Practice: How Can Faculty Model More?. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2194-2198). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

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