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The Meaning of Information Technology Integration in Pre-Service Teacher Education
PROCEEDINGS

, Faculty of Education, Queen's University, Canada

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

How is information technology integrated into pre-service teacher education? What place has it in the curriculum, how does it mediate teaching and learning, how does it serve to bridge theory and practice, and how does it support faculty professional development and program reform? A framework of ideas developed over the past two decades is introduced for examining integration in terms of the interplay of faculty conceptions of information technology in teaching and learning, commitment and vision, skill, workload, leadership, administrative support, incentives, requirements, internal and external policy, material resources, and technical support. A published model for sustainability of information technology integration is augmented with notions from complexity science to bring new meaning to attempts to integrate information technology into the preparation of beginning teachers.

Citation

Egnatoff, W. (2005). The Meaning of Information Technology Integration in Pre-Service Teacher Education. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1362-1367). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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