Computer Literacy for Teacher Educators: A Prerequisite for the 21st Century
The Faculty Development in Computers Project (FDIC) at the University of Northern Iowa creates an on-going support structure for faculty involved in the process of incorporating computer technology into their personal and professional activities. Specifically, the FDIC facilitates development of broadly defined computer literacy among teacher educators through a differentiated delivery system model and correspondingly monitors faculty development through a change based mode. The FDIC Project is based on a synthesis of conceptualizations of the change process, adult learning, and faculty development. The project model is organized along three dimensions. One dimension represents the individual level of concern about computer technology (awareness raising and information gathering; exploration and preparation; implementation; and collaboration and innovation). The second dimension represents major contexts in which a faculty member may apply computer technology (instructional, creative, management, or personal). The third dimension represents the various levels of organizational structures in which the FDIC interventions can be operationalized (individual, group, department, or college level). Also discussed in this report concerning FDIC are: (1) relationships among dimensions; (2) interventions: intentional and incidental; and (3) project evaluation. (JMK)
Wedman, J. & Strathe, M.I. Computer Literacy for Teacher Educators: A Prerequisite for the 21st Century.
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Hery The, University of Hawaii at Manoa (UHM), United States
Global Learn 2010 (May 17, 2010) pp. 479–484
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