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Technology Learning Principles for Preservice and In-service Teacher Education
Article

, University of Minnesota, United States

CITE Journal Volume 4, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This essay presents a vision for technology integration in teacher education that develops teachers into “technology integrationists,” or teachers who thoughtfully choose to integrate technology when it supports students' subject matter learning. Four principles guide the design of technology learning experiences for preservice and in-service teachers to increase the likelihood that they will become technology integrationists. The principles are (a) connecting technology learning to professional knowledge; (b) privileging subject matter and pedagogical content connections; (c) using technology learning to challenge professional knowledge; and (d) teaching many technologies. The advantages and limitations of using these principles with preservice and in-service teachers are discussed. Future innovations in technology learning approaches in teacher education are outlined.

Citation

Hughes, J. (2004). Technology Learning Principles for Preservice and In-service Teacher Education. Contemporary Issues in Technology and Teacher Education, 4(3), 345-362. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 22, 2019 from .

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  8. The Development of Technological Pedagogical Content Knowledge in “Technology, Pedagogy and Mathematics” Courses in the U.S.

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  9. The Influence of Cooperating Teacher on Pre-service Teachers Use of Technology

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