The Re-Envisioned Educational Technology Course: If Addition Isnt Possible, Try DivisionReport as inadecuate




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Journal of Computing in Teacher Education, v22 n1 p31-36 Fall 2005

This paper presents a new model for the required preservice technology integration course. We situate our model within the literature on the dominant stand-alone model, as well as the alternative models that have been explored. We then detail our restructured model of three one-hour courses that include focus on Introduction and Development, Integration and Evaluation, and Implementation and Assessment. We will highlight the challenges we have faced as well as our plans for continued course development. We argue that not only is our technology integration class sequence a feasible transition from stand-alone educational technology courses to a fully integrated model, but it also has unique merit for the cognitive development of our students in and of itself. (Contains 1 table and 1 figure.)

Descriptors: Models, Technology Integration, Educational Technology, Technology Education, Instructional Design, Educational Strategies, Teaching Models, Curriculum Development, Teaching Methods, Educational Change, Required Courses, Preservice Teacher Education

International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste[at]iste.org; Web site: http://www.iste.org





Author: Pierson, Melissa; Thompson, Mary

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4822&id=EJ876898







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