Preservice Technology Integration Course Revision: A Conceptual Guide
Anne Ottenbreit-Leftwich, Indiana University, United States ; Krista Glazewski, New Mexico State University, United States ; Timothy Newby, Purdue University, United States
Journal of Technology and Teacher Education Volume 18, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how they are currently teaching technology. Although no empirical evidence recognizes the most effective experience, previous studies have indicated the affordances and limitations of various experiences, as well as which experiences may be the most appropriate in specific situations. Our review of over 100 programs led to the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches (information delivery, hands-on activities, practice in the field, observation or modeling, authentic experiences, and reflection), technology content goals (e.g., NETS-T standards), and the broader context (e.g., stand-alone course, full implementation).
Ottenbreit-Leftwich, A., Glazewski, K. & Newby, T. (2010). Preservice Technology Integration Course Revision: A Conceptual Guide. Journal of Technology and Teacher Education, 18(1), 5-33. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/28346/.
© 2010 Society for Information Technology & Teacher Education
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