21st Century Educational Technology Course Design: A Five-Year Research Project
Judy Lambert, The University of Toledo, United States ; Yi Gong, 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
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.
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).
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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
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