Search results for: Technology integration

The authors evaluate the Team-Taught Cohort Model for preparing pre-service teachers to use technology in their classrooms. This model provides pre-service teachers with an opportunity to integrate technology into a unit based on strong educational theory and current research. The model also provides the pre-service teachers an opportunity to spend quality time in a middle or high school classroom with a mentor teacher while being supported and coached by a team of university faculty members in a technology-rich environment. Results indicate that the Team-Taught Cohort Model is successful in increasing pre-service teachers’ competence and confidence in technology integration in the classroom.

The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.

This case study examines the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK). A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy. The findings indicated the development of PTICK as a whole and individual aspect of PTICK. The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study.

This research explored the ways that preservice teachers today (a) use Web 2.0 and other new technologies in their daily lives and in their learning experiences and (b) create online content informally and formally while learning to use new technologies in their teaching and producing teaching materials for students using new technologies. The findings reveal that preservice teachers were highly aware of new technologies and not only adopted them for personal use, but also adapted them in certain educational contexts for group projects or communication. However, this group of preservice teachers applied their knowledge of digital technologies for assignment and group work but not for classroom activities and assignments that were instructor directed.