Beyond Infusion: Preservice Students’ Understandings About Educational Technologies for Teaching and Learning
Laurie Mullen, Ball State University Teachers College 815, United States
Journal of Technology and Teacher Education Volume 9, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
As a result of the incorporation of computer technologies into teacher education programs, the fields of educational technology and teacher education have produced a substantial base of scholarship in recent years. The Preparing Tomorrow's Teachers for Technology (PT3) grant competitions sponsored by the Department of Education have resulted in a nationwide technology focus in teacher preparation institutions. Institutions submitting grants are encouraged to think beyond technology courses to " systemic program improvements that transform teacher preparation by infusing technology throughout the educational experience of all future teachers." This most recent demand for innovation in teacher education however, has been implemented and studied as a neutral, if not universally beneficial addition to teaching and learning. In a time when teacher educators view learning to teach as a deeply complex, social, and political process, we have yet to fully understand the interactive effects of learning about computer technologies on learning to teach. Uncovering a broader understanding of the interrelationships between these two fields requires fore grounding what we know about the learning to teach process to better see the ways in which it is influenced by computer technologies for teaching and learning.
Mullen, L. (2001). Beyond Infusion: Preservice Students’ Understandings About Educational Technologies for Teaching and Learning. Journal of Technology and Teacher Education, 9(3), 447-466. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education