A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration

Autor/inn/en	Yilmazel-Sahin, Yesim; Oxford, Rebecca L.
Titel	A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration
Quelle	In: Journal of Technology and Teacher Education, 18 (2010) 4, S.693-720 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Teacher Education Programs; Education Courses; Technology Integration; Criteria; Educational Technology; Teacher Educators; Models; Workshops; Mentors; College School Cooperation; Literature Reviews; Research Reports; Educational Research; Computer Uses in Education; Instructional Design; Schools of Education; Comparative Analysis; Faculty Development; Knowledge Base for Teaching; Teacher Educator Education + Suchen Sie Ihr Suchwort? Fortbildungskurs; Unterrichtsmedien; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Analogiemodell; Lernwerkstatt; Schulung; Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Computernutzung; Lesson concept; Lessonplan; Unterrichtsentwurf; Erziehungswissenschaftliche Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Research shows that unless university-based teacher educators effectively integrate technology into teacher education courses, students (pre-service and in-service teachers) are unlikely to use technology effectively in their own teaching. This creates negative repercussions in teacher education and in the schools. However, many teacher educators do not feel competent or equipped to integrate technology into their courses for a host of reasons, including the fact that they work for institutions that do not offer relevant, adequate faculty development in technology integration. This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration. These models are organized into three broad categories: (a) workshops, (b) mentoring, and (c) university-school collaborations. The comparative analysis reveals that some models are distinctly more effective than others. It also shows that, based on all the studies analyzed, not a single one describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development. If universities start using criteria for excellent faculty development in teacher education technology integration and intentionally gear their efforts toward those criteria, positive changes in technology use could occur in teacher education and hence in schools. (Contains 1 table.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10