Technology Integration at Highly Ranked Colleges of Education
Linda Goudy, South Florida Annenberg Challenge, United States ; Valerie Bryan, Florida Atlantic University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Computer literacy is analogous to reading literacy, without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with teacher preparation programs. The study of how that transference is inculcated into the teachers of tomorrow is the thrust of this paper. This study examined syllabi from top-rated colleges and universities to identify how, and what, the "best" colleges of education were teaching in their required educational technology courses. Findings showed: the incorporation of technology into teacher preparation was pandemic; syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings; a pedagogical shift from behaviorism to constructivism was evident and; although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this.
Goudy, L. & Bryan, V. (2003). Technology Integration at Highly Ranked Colleges of Education. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 706-711). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).