Technology Integration for Pre-Service Teachers: Evaluating the Team-Taught Cohort Model

Autor/inn/en	Ward, Grace; Overall, Theresa
Titel	Technology Integration for Pre-Service Teachers: Evaluating the Team-Taught Cohort Model
Quelle	In: Journal of Technology and Teacher Education, 19 (2011) 1, S.23-43 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Classroom Techniques; Preservice Teacher Education; Practicums; Mentors; Technology Integration; Effect Size; Educational Technology; Team Teaching; Models; Field Experience Programs; Middle Schools; High Schools; Comparative Analysis; Quasiexperimental Design; Student Surveys; Instructional Effectiveness; Laptop Computers; Instructional Design; Pretests Posttests; Maine; Texas + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Unterrichtsmedien; Teamteaching; Analogiemodell; Praxisnahes Lernen; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Schülerbefragung; Unterrichtserfolg; Laptop computer; Laptop; Computer; Digitalrechner; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The Team-Taught Cohort Model for preparing pre-service teachers to use technology in their classrooms involves a "block" of courses in combination with a field experience in the second year of a four-year university program. Pre-service teachers are placed in cohort groups that participate in intensive coursework in curriculum, instruction, assessment, classroom management, and technology integration in balance with 18 full days of practicum experience. This model provides pre-service teachers with an authentic opportunity to integrate technology into a unit based on strong educational theory and current research, and an opportunity to spend quality time in a middle or high school classroom with a mentor teacher while being supported and coached by a team of university faculty members in a technology-rich environment. Four surveys were administered generating seven measures for each group of students. Effect Sizes measured using Cohen's "d" ranged from 0.43 to 2.14 across the four semesters of students in the Team-Taught Cohort Model and from 0.24 to 1.12 across the two semesters of the comparison group in the Traditional Model. Results indicate that the Team-Taught Cohort Model is successful in increasing pre-service teachers' competence and confidence in technology integration in the classroom. (Contains 1 note and 6 tables.) (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