Developing a New Technology Infusion Program for Preparing Tomorrow’s Teachers
James Rowley, Gina Dysard, Jackie Arnold, University of Dayton
Journal of Technology and Teacher Education Volume 13, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Many schools, colleges, and departments of education across America are currently rethinking the manner in which they are preparing tomorrow's teachers to use technology. Responding to new standards established by the National Council for the Accreditation of Teacher Education (NCATE) and the International Society for Technology in Education (ISTE), higher education faculty and administrators are searching for new models to support technology integration. This new or renewed focus is significant as institutions of higher education have an important responsibility to provide leadership for the infusion of technology into U.S. schools and to model appropriate use of technology in their own teaching (Jolly, Davis, Strader, & Denton, 1999). In the area of preservice teacher education, it appears logical, as Wheatly (2003) pointed out, that the increased use of technology-enhanced learning practices in PK-12 teaching is more likely when prospective teachers experience and practice a variety of computer uses in the majority of their undergraduate courses. This observation is supported by the research of Thomas, Larson, Clift, and Levin (1996) who argued that training in technology use must coincide with course goals and be seen as an integral course component. While there is no single program plan or model for accomplishing such a goal, there clearly are many obstacles to overcome.
Rowley, J., Dysard, G. & Arnold, J. (2005). Developing a New Technology Infusion Program for Preparing Tomorrow’s Teachers. Journal of Technology and Teacher Education, 13(1), 105-123. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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Ya-Fung Chang & Chia-Ling Hsu, Graduate Institute of Curriculum and Instruction, Tamkang University, Taiwan
Global Learn 2010 (May 17, 2010) pp. 1394–1401
Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs
Ismail Sahin, Selcuk University, Turkey; Ahmet Oguz Akturk, Karamanoglu Mehmetbey University, Turkey; Denise Schmidt, Iowa State University, United States
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Leah Nillas, Illinois Wesleyan University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4256–4261
Dina Brown, Argosy University/Orange County, United States; Mark Warschauer, University of California, Irvine, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1126–1130
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