Search results for: Brush Thomas A.
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This article presents a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. The authors define five essential characteristics necessary for pre-service teacher education: (a) providing concrete experience, (b) promoting reflection, (c) assisting knowledge application to actual practice, (d) creating communities of learners, and (e) developing Technological Pedagogical and Content Knowledge.
Updated: Jun. 13, 2011
This study aims to understand the differences that exist among programs of study and institutions of varying demographic characteristics in regards to teacher preparation in technology use. The study seeks to gain an understanding of the content included in these experiences and the rationale teacher educators have for selecting topics and methods for these experiences. The findings reveal that eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs.
Updated: Jan. 02, 2011
Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices
This article describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms—thus, strengthening the link between technology, pedagogy and content. Efforts with preservice teachers described here have been informed by the authors’ successes assisting in-service teachers with understanding how technology can empower inquiry-based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors’ institutions.
Updated: Feb. 21, 2010
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?
The purpose of the study was to examine reasons for teacher participation in online communities of K-12 teachers. The following research question guided this study: Why do teachers want to participate in self-generated online communities of teachers? These online communities of teachers are communities of practice in online environments. 23 teachers participated in the study. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie.
Updated: May. 21, 2009