A Case Study of EC-4 Technology Implementation, Assessment, and Reporting in a Teacher Education Program
Rebekah McPherson, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: Syllabi from fourteen 2006-2007 from one university’s EC-4 preservice teacher education program were evaluated by a research-created rubric and the Levels of Technology Integration scale on technology integration, use, and assessment. Technology integration data collection and reporting to stakeholders was also investigated, as well as one item on the university completer survey. The results suggest that technology assignments completed by student candidates in professional education courses were plentiful, but did not require many higher-level thinking skills. Other results are discussed. Data sources included course syllabi, interviews with faculty members, and university reports. Teacher education programs must prepare teacher candidates to meet the growing national and state technology standards required for certification and are held accountable by accreditation requirements; professional education course hold great opportunity for technology infusion
McPherson, R. (2009). A Case Study of EC-4 Technology Implementation, Assessment, and Reporting in a Teacher Education Program. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3486-3492). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).