Modeling Effective Technology Integration Practices for Pre-Service Teachers
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Mrazek, R. & Meadows, J. (2008). Modeling Effective Technology Integration Practices for Pre-Service Teachers. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 3402-3406). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27763.
Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
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Table of Contents
Today's pre-service teachers are expected to possess an ever-expanding array of skills that they can bring to bear within their classroom. One of these skills is the ability to make productive use of technology in their planning and preparation of daily lessons, as well as to integrate technology into the teaching and learning of their students. Many school districts now include these skills as part of their application forms and hiring processes. This study examines the methods employed by one University pre-service teacher education program over a two-year period at every level of their program to do this. The study focused on each different practicum level, tracking students as they progressed through their program. Using consultation with field teachers and faculty members active in the area of classroom technology integration, as well as drawing upon current research in pre-service teacher technology education, modifications to the current programs were suggested and tested.
- The Validation of an Instrument Measuring TPACK
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Interactive Multimedia and Problem Based Learning: Experiencing Project Failure
- Cognitive Issues for Learning and Performance from Multimedia Interfaces: Implications for Design
- Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
- Usability Evaluation of Educational Game Software for Children with Autism
- Technology Beliefs and Practices of Mathematics Education Faculty
- Structure-Based versus Function-Based Method in Multimedia Courseware Design
- An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom
- A Taxonomy for Interactive Educational Multimedia
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