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Lessons from the ITS Program: Five Design Strategies on Which to Build Technology-Rich Teacher Education

Lessons from the ITS Program: Five Design Strategies on Which to Build Technology-Rich Teacher Education

Priscilla Norton, Dawn Hathaway
Copyright: © 2012 |Pages: 15
ISBN13: 9781466600140|ISBN10: 1466600144|EISBN13: 9781466600157
DOI: 10.4018/978-1-4666-0014-0.ch002
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MLA

Norton, Priscilla, and Dawn Hathaway. "Lessons from the ITS Program: Five Design Strategies on Which to Build Technology-Rich Teacher Education." Developing Technology-Rich Teacher Education Programs: Key Issues, edited by Drew Polly, et al., IGI Global, 2012, pp. 13-27. https://doi.org/10.4018/978-1-4666-0014-0.ch002

APA

Norton, P. & Hathaway, D. (2012). Lessons from the ITS Program: Five Design Strategies on Which to Build Technology-Rich Teacher Education. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing Technology-Rich Teacher Education Programs: Key Issues (pp. 13-27). IGI Global. https://doi.org/10.4018/978-1-4666-0014-0.ch002

Chicago

Norton, Priscilla, and Dawn Hathaway. "Lessons from the ITS Program: Five Design Strategies on Which to Build Technology-Rich Teacher Education." In Developing Technology-Rich Teacher Education Programs: Key Issues, edited by Drew Polly, Clif Mims, and Kay A. Persichitte, 13-27. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0014-0.ch002

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Abstract

Educators concerned with building technology-rich preservice teacher education seek inspiration in many places. Looking to successful graduate programs might serve to inform those who seek a foundation on which to build successful programs. With years of experience experimenting and studying teacher education at the graduate, inservice level have led to a set of design strategies the authors recommend as guides to making robust decisions about technology-rich preservice teacher education. This chapter is divided into three sections. The first section presents a brief discussion of preservice teacher technology education and the Integration of Technology in Schools (ITS) advanced studies graduate program. The second presents five guiding design strategies to inform the continuous process of technology-rich teacher education. The chapter concludes with a third section that discusses the implications of those design strategies for preservice teacher education.

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