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Technology Integration for Pre-Service Teachers: Using a Conceptual Framework to Foster Integrative Thinking Across the Students’ Program
PROCEEDINGS

, , Georgia College and State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The expectation of standards-based teaching and the use of concept-based curriculum and instruction awaits graduates of teacher education programs across the state of Georgia. The challenge for teacher education programs is to model both of these expectations, not only in certain education courses, but across the program in all courses and in every field experience. Strong research evidence exists of the positive impact teacher education programs have when students experience the interconnections between their education courses and field experiences. This presentation will focus on how the required technology integration course, in conjunction with other education courses in the MAT program of study, has fostered a better understanding of how the knowledge, understandings, and skills of individual courses transfers across a program of study through the use of a concept-based approach.

Citation

Crabb, K. & Greer, C. (2012). Technology Integration for Pre-Service Teachers: Using a Conceptual Framework to Foster Integrative Thinking Across the Students’ Program. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2764-2766). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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