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Skills vs. Integration? Finding the Right Balance of Technology Instruction in a Single Preservice Course
PROCEEDINGS

, , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

According to Hargrave and Hsu (2000), most teacher preparation programs offer only one course in developing technology skills. This paper outlines the struggles of one team of teachers as they redesigned the instructional technology course for preservice students at one university. These instructors took a course grounded in lecture and course readings and redesigned it to stress more technology integration. Five modeling sessions were added where the instructor taught basic elementary or secondary lessons enhanced by the use of technology. A final project was also added that required the students, after they observed the modeling sessions, to create their own technology-enhanced lesson plans that could be immediately implemented into the classroom. Finally, this paper outlines the vision for future redesigns of the course, including adding a technology prerequisite and encouraging more integration principles being modeled by methods instructors.

Citation

West, R. & Graham, C. (2004). Skills vs. Integration? Finding the Right Balance of Technology Instruction in a Single Preservice Course. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1462-1467). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .

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