Infusing Technology into Preservice Teacher Education. ERIC Digest.

Autor/in	Abdal-Haqq, Ismat
Institution	ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.
Titel	Infusing Technology into Preservice Teacher Education. ERIC Digest.
Quelle	(1995), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Literacy; Computer Uses in Education; Educational Change; Educational Technology; Elementary Secondary Education; Faculty Development; Higher Education; Knowledge Base for Teaching; Preservice Teacher Education; Schools of Education; Teacher Education Curriculum; Teacher Educators; Teaching Skills + Suchen Sie Ihr Suchwort? Computerkenntnisse; Computernutzung; Bildungsreform; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Teacher education; Education; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This digest examines the relationship between elementary and secondary teachers' use of computer-based technologies to deliver and support classroom instruction and the training provided to prospective teachers by teacher education institutions. It offers an overview of obstacles faced by teacher educators in providing appropriate technology instruction and outlines approaches to addressing these obstacles. Teachers are under pressure to acquire skills in instructional technology, particularly computer-based technologies. Although the number of computers in K-12 classrooms has increased dramatically over the last decade, certain barriers prevent the majority of teachers from fully exploiting computer capabilities in the classroom. Among these barriers is lack of training. Improving preservice preparation will require changing current practices and programs to provide: (1) teacher educators who model appropriate instructional use of computers; (2) integration of technology across the preservice curriculum; and (3) exposure to and practice with newer, more sophisticated computer-based tools. Within the teacher education community, efforts to overcome obstacles found in schools, colleges, and departments of education appear to fall into two major categories: (1) capacity building; and (2) developing models and materials. Brief descriptions of examples from each category are given. (Contains 17 references.) (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC