Abstract

Technology integration was probably never part of faculty learning experiences and often not part of their own elementary teaching experiences. Except in occasional and haphazard ways, technology integration was not part of preservice candidates' experience as a learner any more than it was part of faculty's experiences. Yet, teacher education promotes technology integration in the teaching/learning process is an important educational goal. This exploratory study examines a field-based project where faculty and preservice candidates collaborated to implement a problem-centered, technology integrated curriculum. Preservice candidates' reflections on their experience are compared with the reflections of preservice candidates who completed a less structured field experience.

Citation

Norton, P. & Sprague, D. (1999). Timber Lane Tales: Problem-Centered Learning and Technology Integration. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 89-94). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 2, 2023 from https://www.learntechlib.org/primary/p/7983/.

Keywords

• Educational Technology
• Faculty
• field experience
• Integration
• Preservice Teacher Education