Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants
ARTICLE
Drew Polly, Clif Mims, Craig E. Shepherd, Fethi Inan
TATE Volume 26, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
This article uses the framework of technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences. Lastly, the authors provide implications and directions for future analyses of technology integration efforts.
Citation
Polly, D., Mims, C., Shepherd, C.E. & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/76140/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Keywords
- educational technology
- evidence
- Federal Programs
- Field Experience Programs
- Grants
- instructional materials
- Mentors
- Mentorship
- Methods Courses
- Pedagogical Content Knowledge
- preservice teacher education
- preservice teachers
- professional development
- Program Descriptions
- Program Effectiveness
- Program Evaluation
- teacher education
- Teacher Education Curriculum
- teaching methods
- technology integration
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