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
First-year teachers often feel under-prepared to handle technology integration in the classroom; yet, the diversity of integration approaches continues to grow, making it increasingly difficult for teacher educator programs (TEPs) to design quality instruction. This review of the literature describes the tensions among three models of technology integration in pre-service preparation programs: the methods/content infusion model, the field based experience model, and the stand alone course model. While each model has demonstrated certain advantages, the equally compelling disadvantages of each has led researchers to conclude that a combination of strategies may be necessary to provide teachers enough experience for truly effective real world application. In exploring how appropriate strategies might be implemented, we consider the growing use of the TPACK framework as a measurement scale to determine pre-service teachers’ level of technology integration skill.
Elwood, K. & Savenye, W. (2015). Current Tensions: A Review of Technology Integration Models Utilized by Pre-Service Teacher Educator Programs. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2295-2300). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/150320/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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