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Modeling Technology Integration in Teacher Preparation Programs

Modeling Technology Integration in Teacher Preparation Programs

Judi Simmons Estes, Amber Dailey-Hebert
Copyright: © 2018 |Pages: 16
ISBN13: 9781522538738|ISBN10: 1522538739|EISBN13: 9781522538745
DOI: 10.4018/978-1-5225-3873-8.ch005
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MLA

Estes, Judi Simmons, and Amber Dailey-Hebert. "Modeling Technology Integration in Teacher Preparation Programs." Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning, edited by Jared Keengwe, IGI Global, 2018, pp. 82-97. https://doi.org/10.4018/978-1-5225-3873-8.ch005

APA

Estes, J. S. & Dailey-Hebert, A. (2018). Modeling Technology Integration in Teacher Preparation Programs. In J. Keengwe (Ed.), Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning (pp. 82-97). IGI Global. https://doi.org/10.4018/978-1-5225-3873-8.ch005

Chicago

Estes, Judi Simmons, and Amber Dailey-Hebert. "Modeling Technology Integration in Teacher Preparation Programs." In Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning, edited by Jared Keengwe, 82-97. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3873-8.ch005

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Abstract

Teacher preparation programs are expected to prepare teacher candidates to integrate technology with instruction in meaningful ways to support PK-12 student learning (U.S. Department of Education, Office of Technology, 2017). Consequently, teacher candidates must experience technology in their teacher preparation coursework, including modeling by faculty, experiencing opportunities to practice integration through course assignments, and observing technology integration being implemented in K-12 classrooms. To accomplish these tasks, faculty must develop knowledge, skills, resources, and professional learning networks for themselves, including actively developing K-12 partnerships.

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