Content-Specific Technology Infusion Program in Pre-Service Teacher Education: The Technology Leadership Cadre (TLC)
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 1 March 2007
Issue publication date: 1 March 2007
Abstract
Efforts to prepare new teachers to integrate technology into their teaching have a lengthy history. Increasingly, scholars are beginning to understand the importance of linking technology with specific content areas and pedagogy (Zhao, 2003). Mishra and Koehler (2006) refer to this intersection of technology, pedagogy, and content as Technological Pedagogical Content Knowledge (TPCK). Structuring field experiences that systematically address curriculum-based technology integration in the context of specific content areas is one way that teacher preparation programs can operationalize this development of TPCK in pre-service teachers (Bolick, 2002; Dawson & Nonis, 2000). Analysis of the data in the Bolick study revealed three benefits for the pre-service teachers working within a content-specific technology field placement: (a) increased knowledge and skill related to digital history pedagogy, (b) increased content-area knowledge, and (c) increased confidence in developing and teaching technology-integrated lessons (2002). Using Bolick’s findings as initial assertions, this study investigated the use of collaborative field placements, digital history, and an apprenticeship model of training to teach pre-service teachers about technology and elementary social studies instruction. This paper discusses the results of the Technology Leadership Cadre (TLC) collaboration and provides recommendations for future studies in this area of research.
Citation
Owings, K. and Hofer, M. (2007), "Content-Specific Technology Infusion Program in Pre-Service Teacher Education:
Publisher
:Emerald Publishing Limited
Copyright © 2007, Emerald Publishing Limited