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The Effect on Cooperating Teachers of the Teacher as Web Site Developer Program
Article

, Boston University School of Education, United States

CITE Journal Volume 7, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article describes the impact on cooperating teachers of a programmatic stage of teacher preparation to use technology. The Teacher as Web Site Developer is an arrangement for linking a university-based instructional technology lab with preservice teacher placements in a pre-K-12 public school classroom. The preservice teachers consider their cooperating teacher as the client for their work in the technology lab. The purpose of the program is to better prepare tomorrow’s teachers to use technology. However, anecdotal evidence suggested that the program also has an impact on the technology expertise of the cooperating teacher. A pilot study found that the program positively influenced those teachers who actively participated but that there were procedural weaknesses in the program. After making changes to address the identified weaknesses, a follow-up study found significantly higher compliance with the program and continued evidence of its contribution to the technology expertise of the participating cooperating teachers. The research suggests that the program is another way in which to improve use of technology in teacher preparation as well as to improve the technology mentoring of participating cooperating teachers. It also identifies obstacles to these improvements.

Citation

Whittier, D. (2007). The Effect on Cooperating Teachers of the Teacher as Web Site Developer Program. Contemporary Issues in Technology and Teacher Education, 7(3), 227-244. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 15, 2019 from .

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