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Preservice Technology Integration through Collaborative Action Communities
Article

, , Univ. of Houston, United States

CITE Journal Volume 1, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Building on a successful field-based preservice program aimed at effective strategies for teaching diverse urban youth, the University of Houston is instituting an action research process to actively collaborate with Houston-area school districts to establish networked learning communities of university faculty, preservice teachers, and school-based educators to support the development of future teachers. The College has specific plans to restructure its required one semester, three-credit-hour technology course to a series of three, one-credit-hour technology sections tied directly to methods courses to allow students to develop appropriate content methods-based technology proficiencies. Field-based students will work with identified mentor teachers who use technology in real classrooms, and students will compile and maintain electronic portfolios throughout their preservice experience. Virtual field experiences of exemplary teaching will be brought to campus-based students and unique campus resources to field-based students in the form of traditional and online video collections. To ensure that all members of our learning community are effectively prepared for appropriate inclusion of technology in content methods courses, faculty and students will participate in a comprehensive support model of classroom instruction, workshops, and field-based experiences with the aid of a cadre of trained Technology Fellows.

Citation

Pierson, M.E. & McNeil, S. (2000). Preservice Technology Integration through Collaborative Action Communities. Contemporary Issues in Technology and Teacher Education, 1(1), 189-199. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved June 16, 2019 from .

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