Source: Journal of Science Teacher Education, Volume 18, Number 6 / December, 2007 pp. 955-984
Although the use of learning technology has become increasingly prominent in schools, significant changes in teaching strategies have not kept pace. Lack of quality professional development and inadequate teacher preparation are often cited for this situation.
This case study explores the use of the student teaching experience as an avenue for both preservice and inservice teachers’ professional development associated with educational technology. Two main questions are explored: First, to what extent can preservice teachers enact a technology-rich curriculum unit during their field experience; second, to what extent and under what conditions can the preservice teachers facilitate their cooperating mentor teachers’ acquisition of these same skills.
Results indicate preservice teachers can stimulate the integration of technology-rich innovations in their mentor teachers.