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Infusing Technology into a Traditional Graduate School Administration Program: Challenges to Authentic Curriculum and Pedagogical Transformation
PROCEEDINGS

, , , , , , , , , , Appalachian State 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

Abstract: The symposium focuses on curriculum and pedagogical issues surrounding the efforts of university faculty to transform, through technology infusion, a traditional graduate-level school administration program. Cognizant of the need to produce school administrators with comprehensive visions of technology leadership, faculty members delineate their commitment to modeling the knowledge and practice of school leadership. The focus is on two major areas of professional and programmatic improvement. The first is of a philosophical, legal, and procedural nature where questions are raised about the efficacy of developing and modeling viable technology infusions. The second is that of practice where specific curriculum changes are presented along with questions about pedagogical effectiveness. Having committed a vision of modeling appropriate, authentic technology integration, the presenters raise questions around issues of authenticity, meaningfulness, and integrity throughout.

Citation

Angel, R., Tashner, J., Sanders, R., Hall, R., White, S., Jenkins, K., O'Neal, L., Horton, J., Greene, M. & Safer, L. (2004). Infusing Technology into a Traditional Graduate School Administration Program: Challenges to Authentic Curriculum and Pedagogical Transformation. 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. 1543-1546). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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