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Content Area Specific Technology Integration: A Model For Educating Teachers
Article

, University of Virginia, United States ; , , University of Minnesota, United States

Journal of Technology and Teacher Education Volume 14, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In this article we present a model of content-area specific
technology preparation. This approach was premised on the
fact that even if preservice teachers know how to operate
technology, they need help to understand how to flexibly incorporate
new technology resources into their knowledge of
a content area in ways that enhance student learning. Important
factors for implementation success were our collegewide
support for the model, technology-using K-12 teachers who
facilitated technology integration into methods courses, and
taking a content-area specific view of technology integration.
We conclude that it will likely take a systemic view to implement
a collegewide innovation of content-area specific
teacher technology preparation, and that faculty would need
motivation, opportunities, and support to learn. To sustain
such a model would likely require it become a basic, underlying
assumption of the program of teacher preparation.

Citation

Dexter, S., Doering, A.H. & Riedel, E. (2006). Content Area Specific Technology Integration: A Model For Educating Teachers. Journal of Technology and Teacher Education, 14(2), 325-345. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 21, 2019 from .

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  2. Technology Integration and Teacher Preparation: The Development of Teacher Educator Technology Competencies

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    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2336–2346

  3. A Systematic Review of Factors Influencing Technology Use by Pre-service and Novice Teachers

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  4. Invited Commentary: The Time is Now! Creating Technology Competencies for Teacher Educators

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  6. The Influence of Graduate Coursework on Teachers' Ability to Integrate Technology into the Curriculum: Results from a Follow-up Study on the Acquisition of TPACK Skills

    Crystal Machado & DeAnna Laverick, Indiana University of Pennsylvania, United States; Brianna Carney Strahler, Butler Area School District, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4738–4744

  7. Preservice Mathematics and Science Teachers’ Inquiry Into New Literacy Practices of the Internet

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  8. Pre-service Teachers’ Perspectives on Web 2.0 Integration in Teacher Education Courses

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  9. Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration

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    Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 161–182

  10. Powerpoints to Podcasts: Students' Use of Web 2.0 in Course Assessments in Higher Education

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    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 2766–2771

  11. Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs

    Ismail Sahin, Selcuk University, Turkey; Ahmet Oguz Akturk, Karamanoglu Mehmetbey University, Turkey; Denise Schmidt, Iowa State University, United States

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  12. Challenges in Preparing Preservice Teachers to Teach using Technology

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  13. Integration Models for Hybrid Online Education in the K-12 Classroom

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    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1069–1074

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