Simultaneous Renewal in Teacher Education: Strategies for Success
Ann E. Thompson, Clyciane Michelini, Denise A. Schmidt, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
To adequately prepare preservice teachers to use technology in their own classrooms, teacher education programs must develop comprehensive models for technology integration that include meaningful uses of technology to improve and renew the teacher education curriculum. In addition, model K-12 sites must be fostered where preservice teachers can practice using technology to create active learning environments for students. Integrating technology effectively into teacher education courses and working collaboratively to create rich technology field experiences are both tremendous challenges for teacher education programs. Given the needs and challenges that both K-12 schools and teacher education programs face with respect to effective use of technology, it appears that both entities would benefit from collaborative work to address these needs. John Goodlad's theory of simultaneous renewal for colleges of education and K-12 schools provides a useful framework for this type of collaboration. This paper describes several strategies that faculty at Iowa State University have used to successfully integrate technology throughout the teacher education program and in K-12 classrooms.
Thompson, A.E., Michelini, C. & Schmidt, D.A. (2001). Simultaneous Renewal in Teacher Education: Strategies for Success. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2080-2084). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Technology and the Deep Play of Intercultural Teacher Education: A Reflection on Two Seminal Writings of Clifford Geertz
Richard E. Ferdig & Kara Dawson, University of Florida, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 4 (2005) pp. 489–503
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