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Anchored Instruction in Preservice Educational Technology: A Multicultural Approach
PROCEEDINGS

, , University of Northern Colorado

Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Anchored instruction has been shown to be an effective approach in training preservice teachers to integrate technology in their teaching (Bauer, Ellefsen & Hall, 1994; Bauer & Westhoff, 1993). Researchers have found that incorporating anchored instruction helps preservice teacher education students to construct technology projects that integrate a wide variety of content disciplines such as math, science, geography, and reading, while avoiding the problem of inert, discreet training that has little or no apparent connection to daily teaching activities. Anchored instruction emphasizes the formulation of a rich, problem solving environment around which learning takes place (The Cognition and Technology Group at Vanderbilt, 1990). Several key decision points help shape the experience (Bauer, Ellefsen, & Hall, 1994; McClarty, Goodman, Risko, Kinzer, Vye, Rowe, & Carson, 1990).

Citation

Bauer, J.W. & Summerville, J. (1996). Anchored Instruction in Preservice Educational Technology: A Multicultural Approach. In B. Robin, J. Price, J. Willis & D. Willis (Eds.), Proceedings of SITE 1996--Society for Information Technology & Teacher Education International Conference (pp. 60-62). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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