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Sustaining Technology Integration in Teacher Education
ARTICLE

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Action in Teacher Education Volume 29, Number 3, ISSN 0162-6620

Abstract

The three cases presented in this article compose the stories of how, beginning in 1999, these institutions took up the challenge to systematically integrate technology into their core teacher education programs. Each college of education received funding from the U.S. Department of Education PT[superscript 3] (Preparing Tomorrow's Teachers to Use Technology) grant program and private support from foundations such as Atlantic Philanthropies. Yet the question always remains whether work such as this can sustain itself when the funding period is completed. In each of these cases, there seems to be an indication that work with technology has found its way to the core of the institution's mission and that the integration of technology will be sustained. An overview has been developed to help us better understand the factors that are shared across the three cases and to identify pressing issues that exist in teacher preparation related to technology integration. (Contains 1 figure and 1 table.)

Citation

Cohen, M.T., Pelligrino, J.W., Schmidt, D.A. & Schultz, S. (2007). Sustaining Technology Integration in Teacher Education. Action in Teacher Education, 29(3), 75-87. Retrieved April 20, 2019 from .

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Cited By

  1. Instructional Technology Adoption Strategies for College of Education Faculty

    Robert Bowe, National-Louis University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1778–1785

  2. Empowering Student Reflection with Technology: Using Electronic Journaling in a Social Studies Methods Class in Teacher Education

    Kay Kyeongju Seo, Scott DeWitt & Aimee Byk, University of Cincinnati, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3917–3919

  3. Exploring Essential Conditions: A Commentary on Bull et al. (2008)

    Arlene Borthwick & Randall Hansen, National-Louis University, United States; Lucy Gray, Center for Urban School Improvement, The University of Chicago, United States; Irina Ziemann, Elmwood Park Community Unit School District 401, United States

    Contemporary Issues in Technology and Teacher Education Vol. 8, No. 3 (September 2008) pp. 195–201

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