Exploring Teaching, Learning, and Instructional Reform in an Introductory Technology CourseReport as inadecuate




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Online Submission, Journal of Technology and Teacher Education v7 n2 p153-172 1999

The typical introduction to technology course focuses on helping preservice teachers develop skills for using technology and integrating it into their practice (Downs, 1992; McKenzie, 1994; Niess, 1991; Raiford & Braulick, 1995). Current national standards for technology in teacher preparation also emphasize the importance of developing skills and competencies for using technology (ISTE, 1997; Wiebe & Taylor, 1997). Thus, technology teacher educators tend to see teaching technology-related skills as the primary purpose for the introductory technology course. However, the preservice technology course has the potential to fill a more central role in a teacher education program. The technology course can provide an authentic context for future educators to examine instructional practices and reflect on their learning as they learn new skills and content. Unlike content-area methods courses--in which preservice teachers often assume they understand the content and are simply learning to teach it--most students expect to learn new concepts and skills in technology courses. Course activities can be designed to help students develop technical competence as they explore educational issues in teaching, learning, and instructional reform.

Descriptors: Preservice Teachers, Introductory Courses, Technical Education, Technology Uses in Education, Skill Development, Class Activities, Student Attitudes, Attitude Change, Cooperation, Incentives, Mastery Learning, Assignments, Teaching Methods, Constructivism (Learning), Models, Reflection, Internet, Journal Writing, Student Journals, Field Experience Programs, Computer Software Evaluation, Computer Software, Feedback (Response)





Author: Niederhauser, Dale S.; Salem, Donna J.; Fields, Matt

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10752&id=ED548236



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