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Transitioning technology integration strategies from classroom to practice: A case-based instructional model
PROCEEDINGS

, 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), Chesapeake, VA

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 May 24, 2019 from .

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