Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this poster session, a team from Syracuse University School of Education will discuss the theoretical framework and instructional design theory behind a series of courses for undergraduate early childhood and elementary education majors. We will share how the course design team applied the technological pedagogical content knowledge (TPACK) framework in developing the course structure, adapted the Learning by Design (LBD) theory to fit the context, how the courses are organized, the types of experiences and learnings used in the courses to bring the TPACK and LBD theories to life, and, most importantly, the implication of this series of courses for preservice teacher technology preparation.
Lu, L., Johnson, L., Tolley, L., Gilliard-Cook, T. & Lei, J. (2011). Applying TPACK to Preservice Teacher Technology Integration Courses. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4386-4387). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from https://www.learntechlib.org/primary/p/37021/.
- Ertmer, P.A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
- Hargrave, C.P., & Hsu, Y. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303-314.
- Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
- 152.Lu, L., & Lei, J. (2011). Learning by design for preservice teachers technology preparation: How effective is it and in what ways? Paper to be presented at the 2011 American Educational Research Association (AERA) annual conference, New Orleans, LA.
- Mishra, P., & Koehler, M.J. (2006).Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Milken Exchange on Education Technology, Santa Monica: CA. National Center for Educational Statistics (NCES). (2000). Teachers’ tool for the 21st century: A report on teachers’ use of technology. [online]. Retrieved March 14, 2010 from http://nces.ed.gov/pubs2000/2000102A.pdf National Education Association (NEA). (2008). Access, adequacy and equity in education technology. Washington, DC. Retrieved March 14, 2010 from http://www.edutopia.org/files/existing/pdfs/NEAAccess,Adequacy,andEquityinEdTech.pdf
- Pope, M., Hare, D. & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education. 10(2), 191-203.
- Pope, M., Hare, D. & Howard, E. (2005). Enhancing technology use in student teaching: A case study. Journal of Technology and Teacher Education, 13(4), 573-618.
- Stetson, R., & Bagwell, T. (1999). Technology and teacher preparation: An oxymoron? Journal of Technology and Teacher Education, 7, 145-152.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.