Are We There Yet: The Power of Creating an Innovation Configuration Map on the Integration of Technology into Your Teacher Education ProgramReportar como inadecuado




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Journal of Computing in Teacher Education, v24 n4 p143-147 Sum 2008

This article presents one strand of findings from a two-fold descriptive exploratory case study designed to: (1) investigate teacher educators' decisions regarding the use of technology in his or her teacher education courses; and (2) determine what the phrase integrating technology into our teacher education program means to teacher educators. This article will specifically address the second research purpose of exploring the meaning of the phrase integrating technology into our teacher education program and the subsequent production of foundational work for an innovation configuration map regarding the infusion of technology into the teacher education programs at a large, research-oriented university in the southeast. Two major areas of research and literature informed the work of this entire study: (1) change theory literature; and (2) faculty decision-making regarding instructional planning. Both areas of research and literature were used to guide the interviews as well as interpret the interview data and the creation of the innovation configuration map. (Contains 1 table.)

Descriptors: Instructional Development, Education Courses, Teacher Education Programs, Teacher Educators, Case Studies, Teacher Attitudes, Technology Integration, Interviews, Program Development, Change Strategies, Innovation, Program Implementation, Methods, Educational Technology

International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste[at]iste.org; Web site: http://www.iste.org





Autor: Swain, Colleen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5188&id=EJ834883







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