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Applications of a Case Library of Technology Integration Stories for Teachers
Article

, University of Missouri, United States

Journal of Technology and Teacher Education Volume 11, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Stories are the most natural form of communication and learning among humans. In this paper, we describe how we have designed and implemented an case library of technology integration stories to support pre-service and in-service teachers learning how to integrate technologies into their teaching. The case library was built using the artificial intelligence theory, case-based reasoning. We also describe how this case library may be used as an electronic performance support systems for in-service teachers and a learning support systems for pre-service teachers engaged in case studies.

Citation

Jonassen, D. (2003). Applications of a Case Library of Technology Integration Stories for Teachers. Journal of Technology and Teacher Education, 11(4), 529-548. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from .

Keywords

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Cited By

  1. The Struggle for Technology Integration with Limited Resources and Support: A Case Study

    Lucilia Green, Monsicha Kittikunanant & Nancy Maushak, Texas Tech University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3760–3762

  2. Teacher Education and Faculty Development

    Peter Albion, University of Southern Queensland, Australia; Sue Espinoza, Texas A&M University - Commerce, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1897–1898

  3. Comparative Study of Synchronous and Asynchronous Online Case Discussions

    Barbara Levin, Holly Robbins & He Ye, University of North Carolina at Greensboro, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 551–558

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