Cohorts, e-learning, and technology integration: Technology diffusion in three pre-service literacy classrooms
Richard Ferdig, Grace Haltiwanger, University of Florida College of Education, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Recent research has evidenced important possibilities and potentials in teaching preservice educators through a cohort model. This evidence has gone hand-in-hand with the tremendous increase in teacher preparation colleges and schools that have turned to this approach. In addition, teacher educators are trying to understand effective ways to teach preservice teachers how to teach and learn with technology. What is missing from all of these data is an understanding of the relationship between a cohort model and technology integration. In other words, how can technology support a pre-service model of instruction that is built upon a cohort system? Conversely, how do cohort systems support or fail to support technology integration in both curriculum and proposed teaching methods? This study will address these issues initially through a critical literature review and secondarily through data on a recently integrated technology project at a large Southeastern College of Education.
Ferdig, R. & Haltiwanger, G. (2003). Cohorts, e-learning, and technology integration: Technology diffusion in three pre-service literacy classrooms. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 953-956). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).