Transitioning technology integration strategies from classroom to practice: A case-based instructional model
PROCEEDINGS
Joyce Koh, Indiana University, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
To effectively transfer technology integration strategies from classroom to practice, preservice teachers need to become experts at assessing the opportunities and constraints in implementation contexts. Where institutions face constraints in offering technology-rich field-based experiences, what alternatives could they use to prepare preservice teachers for the contexts of technology integration? Cases consist of authentic problems or situations associated with a professional practice, and have been effective in helping students transfer theory to application in fields such as medicine and business and teacher education. When used in preservice technology integration courses, case-based instruction needs to be implemented as a holistic strategy. This presentation discusses how a four-component case-based instructional model could be used to support existing instructional strategies used in preservice technology integration courses.
Citation
Koh, J. (2006). Transitioning technology integration strategies from classroom to practice: A case-based instructional model. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3471-3476). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/22630/.
Keywords
References
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