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Content Area Specific Technology Integration: A Model and Resources for Educating Teachers
PROCEEDINGS

, , University of Minnesota, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this paper, and the presentation based upon it, we will discuss the University of Minnesota's model for preparing teachers to use technology in ways that support the development of content area knowledge and pedagogical strategies appropriate to their discipline. This model was developed during the Ed-U-Tech project, a PT3 grant. We will discuss the rationale for our model and our generative concept of "added value" with technology integration. We will explain what this model for teacher preparation looks like in action, drawing on examples of classroom practice, preservice teachers' work, and our repository of web-based materials in core and non-core subject matter areas. Initial licensure programs for which we developed specific course, and instructional resources include English language arts, music, visual arts, math, science, social studies, physical education, family and consumer science, world languages, ESL, agricultural education, early childhood, and special education.

Citation

Dexter, S. & Doering, A. (2003). Content Area Specific Technology Integration: A Model and Resources for Educating Teachers. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1740-1743). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2019 from .

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