Technology and Teacher Education: Past Practice and Recommended Directions

Cooper, James M.; Bull, Glen

doi:10.1080/01626620.1997.10462871

Cited by 27 publications

(13 citation statements)

References 1 publication

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“…(Goodlad, 1994, p. 2) Goodlad's theory applies directly to the effective use of technology for learning and teaching. If schools of education are to use technology as a tool to expand and enhance their teacher education programs, they must have field sites where preservice teachers can both observe and actively participate in exemplary uses of technology for learning and teaching (Cooper & Bull, 1997;Dawson & Nonis, 2000). As Goodlad said (1994), schools of education and K-12 schools must renew together in their use of technology.…”

Section: Simultaneous Renewal: the Visionmentioning

confidence: 99%

Technology collaboratives for simultaneous renewal in teacher education

Thompson

Schmidt

Davis

2003

ETR&D

107

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The Technology Collaboratives (TechCo) The Technology Collaboratives (TechCo) for Simultaneous Renewal in Teacher Education project, based in the theory of simultaneous renewal, has created both a model and materials for comprehensive integration of technology into a teacher education program. The project recognizes the challenge of helping inservice and preservice teachers and faculty members define and implement technology applications that will expand and enhance curriculum in teacher education and in K-12 schools. Based in a teacher education program that is known for its work in integrating technology in teacher education, the program models truly comprehensive uses of technology to facilitate teacher education renewal. Through mentoring programs, multifaceted professional development strategies, and sharing resources and expertise in a community of learners, the program is creating a sustainable technology-rich teacher education program.

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Section: Simultaneous Renewal: the Visionmentioning

confidence: 99%

Technology collaboratives for simultaneous renewal in teacher education

Thompson

Schmidt

Davis

2003

ETR&D

107

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“…The need to provide prospective teachers with authentic opportunities to use technology in classrooms is well-documented (Cooper & Bull, 1997;Dexter & Riedel, 2003;Grove, Strudler, & Odell, 2004;Jacobsen & Lock, 2004;NCATE, 1997;O'Bannon &Judge, 2005;Ryan, 2003;Strudler &Wetzel, 1998;Thomas, 1999;USDOE, 1999). This article expands work in this area by asserting that teacher inquiry is a viable tool to merge prospective teachers' experience and reflective activity during curriculum-based, technology-enhanced field experiences.…”

Section: Introductionmentioning

confidence: 94%

Teacher Inquiry

Dawson

2006

Journal of Research on Technology in Education

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This study describes and analyzes a four-year effort to provide curriculum-based, technologyenhanced field experiences for prospective teachers. These field experiences and this associated study espouse the notion that experiences and reflective activity must coalesce to yield professional growth for prospective teachers. The study suggests that teacher inquiry, a process that scaffolds prospective teachers to systematically and intentionally study their use of technology, may (1) counter many shortcomings associated with traditional strategies designed to promote reflective activity, (2) focus prospective teacher/ attention on student learning outcomes, and (3) facilitate more desirable integration strategies during curriculum-based, technology-enhanced field experiences. The study notes that teacher inquiry is widely recognized in the general teacher education literature, yet novel within the context of curriculum-based, technology-enhanced field experiences, and encourages educational technologists to further explore its possibilities as a tool for teacher preparation and educational research. (

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“…In recent years, the focus of computer training for teachers and trainers has been on the effective use of computer technology in the process of instruction (Willis and Mehlinger 1996;Cooper and Glen 1997). For example, Thomerson (1998) reported that in response to students' requests, the College of Education at Valdosta State University added an intermediate-level course to cover knowledge and skills necessary for the pre-service teachers to implement computer-based instruction suitable for their teaching subjects.…”

Section: The Leaning Content Rationale and Related Literaturementioning

confidence: 97%

Using a Stage-based, Performance-Centered Computer Learning Model for Instructional Professionals

Lee

1999

The Journal of Continuing Higher Education

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Technology and Teacher Education: Past Practice and Recommended Directions

Cited by 27 publications

References 1 publication

Technology collaboratives for simultaneous renewal in teacher education

Technology collaboratives for simultaneous renewal in teacher education

Teacher Inquiry

Using a Stage-based, Performance-Centered Computer Learning Model for Instructional Professionals

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