We Innovate: The Role of Collaboration in Exploring New Technologies
IJTLHE Volume 20, Number 1, ISSN 1812-9129
Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of instructors--with peers in small groups. Instructors believe the learning activities implemented in this project to facilitate learning new technology are better aligned with professional development realities of their students' future profession. The old problem with the "inability to keep up with all the new technologies" and the new teaching strategy of "collaborative learning communities" prompted the development of the "Innovations Mini-Teach" course project. Through focus groups, an end-of-semester course effectiveness survey, and analysis of students' final products, this study showed that collaboration can be a superior method for helping pre-service students independently learn about the innovative technology tools that may be helpful to them as teachers, explore a professional development model that could support them in their future teaching careers, and most importantly see themselves as future innovators. Finally, students in focus groups indicated their class wiki, which archived each group's consequential knowledge, would continue to support them to become teacher-leaders of technology integration.
Foulger, T.S., Williams, M.K. & Wetzel, K. (2008). We Innovate: The Role of Collaboration in Exploring New Technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 28-38.
Cited ByView References & Citations Map
Kyte Kristen, Smith County High School, United States; Jeremy Wendt, Stephanie Wendt & Jason Beach, Tennessee Tech University, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1592–1599
Donna Wake & Jeff Whittingham, University of Central Arkansas, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 175–206
Donna Wake, University of Central Arkansas, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4559–4564
Susan McDonald, Australian Catholic University, Australia
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 4 (December 2012) pp. 355–368
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