Source: Journal of Technology and Teacher Education, 18(4), 693-720. (October, 2010)
This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration.
These models are organized into three broad categories:
(b) mentoring, and
(c) university-school collaborations.
The comparative analysis reveals that some models are distinctly more effective than others.
The analysis also shows that not a single study describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development.
The authors conclude that if universities start using criteria for excellent faculty development in teacher education technology integration and intentionally gear their efforts toward those criteria, positive changes in technology use could occur in teacher education and hence in schools.