TY - JOUR
T1 - Integrating Technology in Teacher Education Programs
T2 - Lessons from the Teaching Teleapprenticeship Project
AU - Thomas, Laurie
AU - Larson, Ann
AU - Clift, Renee
AU - Levin, Jim
N1 - Funding Information:
Embedded within most of these discussion are questions and concerns about blindly committing time, money, and long range plans to a phenomenon that is not well understood. Empirical researchers, policy analysts, and teacher education administrators are attempting to process information rapidly enough to make thoughtful recommendations to legislators, education administrators, teachers, students, and parents. For some of us, who are teacher educators as well as researchers, this has meant engaging in a form of action research as we attempt to integrate technology into our instruction and study its impact at the same time. For the past three years, the four co-authors have worked together in a research team on a project funded by the National Science Foundation called Teaching Teleapprenticeships. This research effort has generated an assortment of interdisciplinary, cross-departmental projects based in the College of Education at the University of Illinois at Urbana-Champaign centered
Publisher Copyright:
© 1996, Copyright Taylor & Francis Group, LLC.
PY - 1996/1/1
Y1 - 1996/1/1
N2 - The authors describe a three-year project designed around a model that extends the traditional face-to-face apprenticeships currently used in student teaching settings by using electronic networks. Through network interactions and resource sharing, this model brings together the university coordinators, student teaching supervisors, school district instructors, preservice teachers, and public school students. Based on these data and the publications of others who are using technology within their teacher education programs, we present what we have learned about the potential of technology to support teacher education. The unique problems that arise when technology serves as a component for enhancing student teachers' learning are outlined. The discussion centers on three factors impacting the quality and character of participants' use of technology: Issues of access, training, and context.
AB - The authors describe a three-year project designed around a model that extends the traditional face-to-face apprenticeships currently used in student teaching settings by using electronic networks. Through network interactions and resource sharing, this model brings together the university coordinators, student teaching supervisors, school district instructors, preservice teachers, and public school students. Based on these data and the publications of others who are using technology within their teacher education programs, we present what we have learned about the potential of technology to support teacher education. The unique problems that arise when technology serves as a component for enhancing student teachers' learning are outlined. The discussion centers on three factors impacting the quality and character of participants' use of technology: Issues of access, training, and context.
UR - https://www.scopus.com/pages/publications/77957297527
UR - https://www.scopus.com/pages/publications/77957297527#tab=citedBy
U2 - 10.1080/01626620.1996.10463347
DO - 10.1080/01626620.1996.10463347
M3 - Article
AN - SCOPUS:77957297527
SN - 0162-6620
VL - 17
SP - 1
EP - 8
JO - Action in Teacher Education
JF - Action in Teacher Education
IS - 4
ER -