You are here:

21st Century Educational Technology Course Design: A Five-Year Research Project
PROCEEDINGS

, The University of Toledo, United States ; , Keene State College, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

An educational technology course that combines knowledge and skills related to pedagogy, content, and technology could present cognitive challenges that negatively affect pre-service teachers. Cognitive demands increase exponentially when 21st century skill sets such as analytical thinking and creativity are brought into the learning equation. Education faculty from a large Midwestern university spent five years investigating, redesigning, and examining the results of an advanced educational technology course for early-stage pre-service teachers. An overview of the first four years of this research is provided, with a more comprehensive explanation offered for year 5. In year 5, as in previous years, results confirmed that pre-service teachers, after taking an advanced course, not only became more technologically proficient, but also developed better attitudes and became more confident in their ability to use technology in 21st century ways.

Citation

Lambert, J. & Gong, Y. (2010). 21st Century Educational Technology Course Design: A Five-Year Research Project. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3279-3286). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map
  • Multiple Perspectives on Strengthening the Ability of Teacher Education Programs to Prepare Teacher Candidates to Integrate Technology

    Teresa, S. Foulger, Arizona State University, United States; Mamta Shah, Drexel University, United States; Kevin J. Graziano, Nevada State College, United States; Denise A. Schmidt-Crawford, Iowa State University, United States; David A. Slykhuis, University of Northern Colorado, United States; Rohit Mehta, Iowa State University, United States; Irina Lyublinskaya, CUNY College of Staten Island, United States; Debra Sprague, George Mason Universitiy, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2041–2046

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.