Teaching Introductory Educational Technology to Preservice Teachers: Using a Content Area Specialization Approach
Philip Molebash, Natalie Milman, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes the University of Virginia, Curry School of Education's approach in providing content-specific educational technology classes for preservice teacher education students. EDLF 345, Introduction to Educational Technology, has been designed to provide preservice teacher education students with foundational knowledge and skill in using a variety of technologies that utilize content-specific applications of technology in their respective disciplines. As Introduction to Educational Technology has evolved over the years, we have learned that placing preservice teachers with similar goals in the same class offers students with a clearer understanding of how to integrate technology into their content curricula. A brief review of literature will be providedas well as a discussion of some of the benefits and challenges in designing and teaching an introductory technology course using a content-specific approach.
Molebash, P. & Milman, N. (1999). Teaching Introductory Educational Technology to Preservice Teachers: Using a Content Area Specialization Approach. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1180-1183). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).