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Modeling Technology Integration Through Online Course Design
PROCEEDINGS

, , University of Florida, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The International Society for Technology in Education (ISTE, 2008) standards state, “effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community” (p. 1). In order for successful implementation to occur, teachers must have a solid understanding of how content, pedagogy, and technology intersect (Mishra & Koehler, 2006). This session provides an overview of how three instructors collaborated to provide 62 preservice teachers, completing the 5th year of an elementary education master’s program, with authentic online technology integrated learning experiences during a six-week summer session. The three courses included: Designing Technology-Rich Curricula, Teaching K-8 Mathematics for Understanding, and Multicultural Literature.

Citation

Ruggles, K. & Apraiz, K. (2015). Modeling Technology Integration Through Online Course Design. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (p. 467). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from .

Keywords

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References

  1. International Society for Technology in Education. (2008). National educational technology standards for teachers (2nd ed.). Eugene, OR.
  2. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108 (6), 1017-1054

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