Results of Separate and Integrated Technology Instruction in Preservice Training.

Autor/inn/en	Anderson, Cindy L.; Borthwick, Arlene
Titel	Results of Separate and Integrated Technology Instruction in Preservice Training.
Quelle	(2002), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Educational Technology; Higher Education; Instructional Development; Introductory Courses; Preservice Teacher Education; Preservice Teachers; Teaching Methods; Technology Education; Technology Integration + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching improvement; Unterrichtsentwicklung; Einführungskurs; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisch-naturwissenschaftlicher Unterricht
Abstract	Research into the best method for developing preservice teachers who integrate technology is mixed in its conclusions. The International Society for Technology in Education (ISTE) study in 1999 indicated that integrating technology training into teacher education classes was the strongest predictor of success. However, subsequent research identified the self-contained class in educational technology as an essential tool for developing technology-integrating preservice teachers. This study compared survey results of two elementary education cohorts, both part of the Master of Arts in Teaching program that is part of the National-Louis University Preparing Tomorrow's Teachers to Use Technology grant, on their skills necessary to be successful technology-integrating teachers. One cohort received their introductory educational technology course as a class integrated into an introductory special education class while the other cohort received their introductory educational technology class as a separate, stand-alone class. Results indicated several areas where greater gain scores between pre-test and post-test were reported by the group receiving the stand-alone class. The student survey form and two syllabi are appended. (Contains 18 references and 16 tables.) (Author)
Anmerkungen	For full text: http://confreg.uoregon.edu/necc2002/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01