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Bridging the Digital Divide: A Case Study in Technology Infusion into a Teacher Education Curriculum
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, , , , , California State University, Dominguez Hills, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Within the College of Education of a diverse urban university the authors designed a case study to examine the variables affecting the infusion of technology into methods courses, and subsequently into the k-12 classroom. The university is located in an area where public schools face the digital divide as a major obstacle to infusing technology into public school classrooms. Supported by a Preparing Tomorrow’s Teachers to Teach Technology (PT3) grant from the U.S. Department of Education from 1999- 2005, faculty groups working in a training-of-trainers model collaboratively developed five technology-based lessons, implemented them in their classes, and produced CD-ROMs that are case studies and tutorials for both faculty and pre-service teachers. Since then, the newsletter lesson developed by content area reading and writing faculty using desk-top publishing became the most widely used lesson among teacher education faculty. It is therefore the basis for this paper.

Citation

Mach, N., Cantor, J., Davis, J., Desberg, P. & Hembacher, D. (2008). Bridging the Digital Divide: A Case Study in Technology Infusion into a Teacher Education Curriculum. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1024-1029). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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