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Implementing the critical technologies for engagement, assessment, and reflection: The immersion studio as a student-curriculum partnership
PROCEEDINGS

, Ball State University, United States ; , Ball State Unversity, Dominican Republic ; , Ball State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Leading and sustaining technology innovation in teacher education requires ongoing curricular planning, professional development, and support structures that extend pedagogical goals into solutions that enable equitable opportunities for all candidates in the program. The dimensions of support are as broad as the faculty, students, and the disciplines they represent. As part of four technology environments, this college of education implemented a special studio to support technology innovation in three ways: facilitating immersive opportunities for students, serve as a conduit to schools, and supporting faculty pedagogies beyond their courses. This poster session will present three exemplary projects from this “immersion studio” in which teacher education majors and their faculty mentors work on sustained and group digital media projects, receive support, and scale up innovation as an ongoing component of learning to teach.

Citation

Stuve, M., Suero, L. & Bettcher, E. (2011). Implementing the critical technologies for engagement, assessment, and reflection: The immersion studio as a student-curriculum partnership. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1049-1051). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 4, 2021 from .