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Tytuł pozycji:

A Five-Stage Model of Computer Technology Integration into Teacher Education Curriculum

Tytuł :
A Five-Stage Model of Computer Technology Integration into Teacher Education Curriculum
Autorzy :
Toledo, Cheri
Źródło :
Contemporary Issues in Technology and Teacher Education (CITE Journal), v5 n2 p177-191 2005. 15 pp.
Dostępność :
Not available from ERIC
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: ; Web site: http://www.aace.org
URL :
http://www.citejournal.org/vol5/iss2/currentpractice/article2.cfm
Recenzowane naukowo :
Y
ISSN :
1528-5804
Deskryptory :
Technology Integration, Computer Uses in Education, Educational Technology, Teacher Education Programs, Teacher Educators, Focus Groups, Administrators, College Faculty, College Students, School Personnel, Models, Planning, Case Studies, Surveys, Questionnaires, Interviews
Keyword :
California
Abstractor :
As Provided
Liczba referencji :
9
Język :
English
Liczba stron :
15
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research; Tests/Questionnaires
Kod czasopisma :
JAN2020
Data wpisu :
2015
Numer akcesji :
EJ1080787
Czasopismo naukowe
Three teacher education programs were studied to explore the process of integrating computer technology into the curriculum. The focus of this study was to define the stages that schools, colleges, and departments of education experienced as faculty and students moved from lower to higher levels of computer technology use and integration. Data were gathered at the participating sites from three sources: teacher education faculty members, key informants, and focus groups. In-depth interviews were conducted with the key informants and with focus groups (administrator, key informant, faculty member(s), computer technology support person, and student). The gathered data were used to answer the research question: What are the defining characteristics of the stages of development that departments of education experience as they infuse computer technology into the teacher education curriculum? The findings of this research resulted in the emergence of a Five-Stage Model for computer technology integration into teacher education programs: pre-integration, transition, development, expansion, and system-wide integration.

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