Source: Journal of Computing in Teacher Education, Volume 24, Number 3, Spring 2008
Publisher: Department of curriculum and Instruction Center for Technology in Learning and Teaching
This paper presents a model for implementing a field experience program in a technology-enhanced pedagogical laboratory where teacher candidates practice and reflect on theory-based instructional strategies. The model consists of three steps: teacher candidate preparation, laboratory experience, and reflection.
Teacher candidate preparation provides candidates with content, pedagogical, and technological knowledge needed to facilitate student learning. Laboratory experience offers opportunities for candidates to practice teaching in a technology-enhanced, student-centered learning environment. Reflection is a phase intended for the candidates to discuss and reflect on their facilitation experience.
The paper first presents a conceptual framework that guides the development of the model. Then, it describes the model and illustrates it with an example. Last, it discusses present research and future directions related to the model.