Melissa Pierson

Case Studies of Future Teachers: Learning to Teach with Technology

Abstract This longitudinal research study explores preservice teachers’ developing vision of technology in teaching and learning. Participants include eight teacher education students enrolled in one of three consecutive educational technology courses. Qualitative methods were used, to analyze data, and tentative assertions have emerged related to a developing vision of teaching with technology: expectations for teaching with technology perceived challenges of technology, questioning classroom uses of technology and the driving development of a technology-rich program by education students.

The Re-Envisioned Educational Technology Course: If Addition Isn't Possible, Try Division.

Abstract This paper presents a new model for the required preservice technology integration course. We situate our model within the literature on the dominant stand-alone model, as well as the alternative models that have been explored. We then detail our restructured model of three one-hour courses that include focus on Introduction and Development, Integration and Evaluation, and Implementation and Assessment. We will highlight the challenges we have faced as well as our plans for continued course development. We argue that not only is our technology integration class sequence a feasible transition from stand-alone educational technology courses to a fully integrated model, but it also has unique merit for the cognitive development of our students in and of itself.

Building Learning Communities to Increase Faculty and Preservice Teacher Use of Technology

Abstract Effective learning communities connect members so that they can share knowledge and experience. This article examines the process and out-comes of building learning communities to increase faculty and preservice teacher use of technology through PT3 funding at three institutions: National-Louis University the University of Houston, and the University of Vermont. Strategies implemented as well as achievements and challenges for each project are outlined. Recommendations include reinforcing common goals and mutual benefits, connecting distant community members through online communication, dynamic configurations for networking, and incentives for faculty participation. Successful learning communities require nurturing to reduce isolation through improved communication and active participation.