Development of Teaching and Technology Integration: Focus on Pedagogy
Computers in the Schools Volume 25, Number 1, ISSN 0738-0569
The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates' field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping the candidates implement technology during their field experiences. As a result of this disconnect, we developed a new set of indicators for the technology section of the assignment and provided examples of lessons that showed low and high expectations of technology use. (Contains 1 figure and 3 tables.)
Wentworth, N., Graham, C.R. & Tripp, T. (2008). Development of Teaching and Technology Integration: Focus on Pedagogy. Computers in the Schools, 25(1), 64-80.
Cited ByView References & Citations Map
Thuthukile Jita, University of the Free State, South Africa
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 120–127
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