Supporting Student-Centered Teaching and Learning: Technology in Wake Forest University Education Programs
Ann Cunningham, Wake Forest University, United States
CITE Journal Volume 3, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The challenges of teaching in 21st century classrooms place more demands on professional educators. State and national accountability movements increase the need for teachers to demonstrate their students' growth as well as their own professional development (Danielson, 2001; Lucas, 1999). The need for support networks for both students and teachers increases as fast as classroom size, while funding for personnel and resources steadily diminish. Teacher preparation programs are not producing enough graduates to satisfy the needs of K-12 classrooms, and a developing challenge for accredited teacher education programs is to demonstrate how their graduates are more adequately prepared to face the mounting expectations of contemporary classrooms than graduates from alternative licensure programs. To address the current challenges in teacher preparation, the Department of Education at Wake Forest University has designed programs built on department-wide values that integrate technology with learning theory and research on practice. Customized instruction in how these components interact in the design and implementation of meaningful teaching and learning activities is a hallmark of the programs.
Cunningham, A. (2003). Supporting Student-Centered Teaching and Learning: Technology in Wake Forest University Education Programs. Contemporary Issues in Technology and Teacher Education, 3(1), 57-70. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2003 Society for Information Technology & Teacher Education
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The Impact of Online and Traditional Homework on the Attitudes, Achievement, and Learning Styles of Sixth Grade Language Arts Students
Hope Nordstrom, Lipscomb University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2329–2334
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