Enriching Teacher Education via Technology, Styles, and Strategies
PROCEEDINGS
Rebecca Oxford, Yesim Yilmazel-Sahin, University of Maryland, College Park, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper reports on a graduate course, Learning Styles, Strategies, and Technology, taught in a teacher education program in a large U.S. university. A needs-assessment survey pointed out the dearth of technology instruction in this particular program and led to the concept of redesigning an existing graduate course that could serve as a model for integrating technology into other teacher education courses. The authors describe the "reengineered" course and present findings about technology-related aspects of the course. Results indicate that technology use improved teacher education by (a) creating a strong community of learners, (b) improving cognition and discourse, (c) addressing diverse learning styles, (d) giving participants new research options, (e) providing practice with new technology skills, (f) changing attitudes about technology, (g) increasing teachers' self-confidence, and (h) increasing the probability that participants will use technology in their own teaching.
Citation
Oxford, R. & Yilmazel-Sahin, Y. (2004). Enriching Teacher Education via Technology, Styles, and Strategies. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 3556-3561). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/13418/.
Keywords
References
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A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration
Yesim Yilmazel-Sahin, Consultant, Center for Applied Linguistics, United States; Rebecca L. Oxford, University of Maryland, United States
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 693–720
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