Evidence-based Technology Enhanced Alternative Curriculum in Higher Education
Peter Rich, Arthur Recesso, University of Georgia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Ever-increasing national teaching standards and state licensing policies (e.g. ISTE, NCATE) require teachers to know more about technology integration and to use technology to improve student achievement. While teacher training in technology is not new, it remains largely unsuccessful (NCES, 2002a; Learning Quest, 2002). Teacher preparation programs have been deemed the "weakest link" in preparing teachers to use technology (Means, 2000). Preservice teachers are largely ill-prepared to effectively use technology to increase student achievement because teacher educators fail to model effective technology integration practices in preservice methods courses. Evidence Based Inquiry provides teacher educators a framework that enables them to analyze their own teaching and use technology to identify, change and model effective teaching practices. Change in teacher educator practice does not come about from imposed objectives, but rather from a situational analysis of local practices.
Rich, P. & Recesso, A. (2004). Evidence-based Technology Enhanced Alternative Curriculum in Higher Education. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2114-2119). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)