Should Colleges of Education Move from a Stand-Alone Technology Integration Course to a Technology-Infusion Approach?
Teresa Foulger, Keith Wetzel, Ray Buss, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this paper, we have described the rationale, implementation procedures, successes, and concerns that occurred as we moved from a stand-alone technology integration course to teach teacher candidates how to use technology in their future classrooms, to an approach where technology integration curriculum is infused into content courses Our technology infusion approach anticipated the Technology Plan put forth by the US Department of Education and the Office of Educational Technology (2016) that called for teacher educators to address educational technology curriculum throughout preparation programs, not just in a stand-alone educational technology course While technology infusion in our college has been an effort incremental change, our research of this five-year movement suggests our technology infusion approach has been successful for us Because our context is unique and our findings may not generalize to other colleges, this session will highlight a set of questions that should be considered by those contemplating a technology infusion approach
Foulger, T., Wetzel, K. & Buss, R. (2018). Should Colleges of Education Move from a Stand-Alone Technology Integration Course to a Technology-Infusion Approach?. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1045-1054). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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