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Integrating Technology in Preservice Teacher Preparation Programs: A Report on Practices and Data Gathered to Support the New Vision for Teacher Education
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Integrating Technology in Pre-service
Teacher Preparation Programs
A Report on Practices and Data Gathered
To Support the New Vision for Teacher Education
Proposal for the American Association of Colleges
For Teacher Education
2006
Section I: Content
Statement of the issue.
Future teachers have to improve core teaching strategies to increase student learning, and disposition towards specific content, skills and life-long learning. Robert J. Marzano (2001) writes of many strategies that are based on research that are successful in classroom instruction. Here he states that strategies such as identifying similarities and differences, homework and practice and cooperative learning help students acquire knowledge and skills. The data from U.S. Department of Education’s National Center for Education Statistics (NCES) lists the reading of 8th graders increased between 1992 and 2003 but the performance of 4th graders did not change. Mathematics performance of 4th and 8th graders improved during the same time. However, U.S. 15-year-olds performed below the average score of students in twenty-nine industrialized countries in 2003. (NCES, 2005). Technology has been held as the panacea for fixing the ills of education. Expenditures and use have increased with little commensurate gain in learning. Larry Cuban (2001) explains a paradox of educational institutions possessing a large number of technologies but not using them in learning situations. They sit idle. It appears that teachers used computer labs less over time. Fifty-five percent of faculty brought classes to the high media center in 1997-98 compared to forty-eight percent in 19998-99 (Cuban, p. 822). Many teachers report of difficulty scheduling lab time and the amount of preparation as some of the reasons not to use technology. However, four of thirteen teachers reported that they changed their teaching practice to become more student-centered (Cuban, p. 824). The change provided the students to become more independent and for the teachers to be more of coach than a performer. The presentation of this paper will discuss the use of technologies in a pre-service teacher preparation program. The presentation will discuss the pedagogy used in a school of education and how the students model the new behavior in K-12 classrooms. Assessments of the knowledge and the use of instructional system design and the attitude toward the use of technologies in the classroom will be presented.
Literature review.
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| | Authors: Carbonara, David. |
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Integrating Technology in Pre-service
Teacher Preparation Programs
A Report on Practices and Data Gathered
To Support the New Vision for Teacher Education
Proposal for the American Association of Colleges
For Teacher Education
2006
Section I: Content
Statement of the issue.
Future teachers have to improve core teaching strategies to increase student learning, and
disposition towards specific content, skills and life-long learning. Robert J. Marzano
(2001) writes of many strategies that are based on research that are successful in
classroom instruction. Here he states that strategies such as identifying similarities and
differences, homework and practice and cooperative learning help students acquire
knowledge and skills. The data from U.S. Department of Education’s National Center for
Education Statistics (NCES) lists the reading of 8th graders increased between 1992 and
2003 but the performance of 4th graders did not change. Mathematics performance of 4th
and 8th graders improved during the same time. However, U.S. 15-year-olds performed
below the average score of students in twenty-nine industrialized countries in 2003.
(NCES, 2005).
Technology has been held as the panacea for fixing the ills of education. Expenditures
and use have increased with little commensurate gain in learning. Larry Cuban (2001)
explains a paradox of educational institutions possessing a large number of technologies
but not using them in learning situations. They sit idle. It appears that teachers used
computer labs less over time. Fifty-five percent of faculty brought classes to the high
media center in 1997-98 compared to forty-eight percent in 19998-99 (Cuban, p. 822).
Many teachers report of difficulty scheduling lab time and the amount of preparation as
some of the reasons not to use technology. However, four of thirteen teachers reported
that they changed their teaching practice to become more student-centered (Cuban, p.
824). The change provided the students to become more independent and for the teachers
to be more of coach than a performer.
The presentation of this paper will discuss the use of technologies in a pre-service teacher
preparation program. The presentation will discuss the pedagogy used in a school of
education and how the students model the new behavior in K-12 classrooms.
Assessments of the knowledge and the use of instructional system design and the attitude
toward the use of technologies in the classroom will be presented.
Literature review.
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