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From Studenting to Teachering – Authentic and Engaging
PROCEEDINGS

, Texas A&M University-Commerce, United States ; , Mesquite Independent School District, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: As teacher education programs have expanded from the traditional undergraduate program to post-bac and alternative certification programs, the variety of backgrounds of students entering these programs has expanded greatly. This has provided challenges for course designers and instructors, as they strive to meet those varying needs of people who have been in other occupational fields, some very different from education. Technology integration is widely accepted as a necessity in education. This paper reports examination of a technology integration course, based on perspectives from three theories – authentic learning, engagement theory, and transfer of learning. Student postings and communications were examined and results revealed that components of each the three theories were in the course. These provided data that was then used to assist with ongoing course development and modification.

Citation

Espinoza, S. & Pennington, A. (2007). From Studenting to Teachering – Authentic and Engaging. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1031-1035). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

Keywords

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References

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  4. McGregor, D., & Gunter, B. (2006). Invigorating pedagogic change. Suggestions from findings of the development of secondary science teachers’ practice and cognizance of the learning process. European Journal of Teacher Education, 29 (1), 23-48.

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