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Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration ARTICLE

, Auburn University, United States ; , University of Oklahoma, United States ; , Indiana University, United States

Journal of Technology and Teacher Education Volume 18, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K–12 classrooms. Based on studies in teacher education, learning theory, and technology integration, the authors define five essential characteristics necessary for pre-service teacher education: (a) providing concrete experience, (b) promoting reflection, (c) assisting knowledge application to actual practice, (d) creating communities of learners, and (e) developing Technological Pedagogical and Content Knowledge (TPACK) (Mishra & Koehler, 2006; Thompson & Mishra, 2007-2008). The Situated Technology Integration (SiTI) model was developed based on these characteristics. This paper explains the SiTI model in detail and shares data on its implementation processes.

Citation

Hur, J.W., Cullen, T. & Brush, T. (2010). Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration. Journal of Technology and Teacher Education, 18(1), 161-182. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 16, 2018 from .

Keywords

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  5. Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills

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    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4858–4860

  8. Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts

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    Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 5–20

  9. Developing an Online Community of Inservice Teachers

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    Contemporary Issues in Technology and Teacher Education Vol. 11, No. 3 (September 2011) pp. 313–323

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