Abstract

This paper analyses the importance of integrating appropriate technologies into graduate teacher education programs in an attempt to encourage the transformation of teaching practice into a form appropriate for the new millennium. It describes a site-based, graduate teacher education program based on a constructivist learning model. The importance of including in the program recognized technology standards; situated software training; technology based information management, problem solving and communication processes; and the integration of technology into the curriculum is stressed. The paper discusses technology training that assists graduate students to develop abilities to effectively conduct research using electronic information retrieval systems; to utilize technology to analyze, interpret and represent research data; to appropriately incorporate technology into classroom practice; and to utilize presentation software to communicate effectively with students, colleagues, parents and the public. Various types of performance assessments are discussed that require the demonstration of the inservice teacher's technology competencies.

Citation

Gibson, K. & Kear, D. (2000). Transforming Teaching Practice with Technology: Incorporating ISTE Standards and Performance Assessment in a Constructivist Approach to Graduate Teacher Education. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 636-640). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from https://www.learntechlib.org/primary/p/15631/.

Keywords

• classroom practice
• Communication
• Educational Technology
• ICT
• Information Communication Technologies
• Integration
• Software
• standards