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Content Based Technology: Learning by Modeling
Article

, , , University of Victoria, Canada

Journal of Technology and Teacher Education Volume 8, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper describes a preservice technology course taught at the University of Victoria using the elementary science, math, and social studies curriculum as the focal point. The main goal of the course is to provide students with a model of how to teach these subjects with technology rather than just how to use tech-nology. The content of the course includes the use of computers for discovery learning, experimentation, forming and testing con-jectures, and problem solving as well as communication, informa-tion retrieval, and course management. Technology tools used to facilitate these activities include spreadsheets, databases, Hyper-card/ Hyperstudio, Internet (including HTML and web page con-struction), computer concept maps, graphics packages, comput-er- based lab equipment and software, CD ROM/laser disks and other multi-media, as well as some subject specific packages. Students learn by participating in sample activities in class. As-signments consist of planning classroom activities using technol-ogy. Criteria for marking assignments consists, in equal parts, of demonstrated mastery of the technology and appropriateness and quality of the planned classroom activity. The course has been very successful and is consistently rated as one of the most valuable in the teacher education program.

Citation

FARRAGHER, P., RIECKEN, T. & FRANCIS-PELTON, L. (2000). Content Based Technology: Learning by Modeling. Journal of Technology and Teacher Education, 8(3), 177-186. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved November 21, 2019 from .

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