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According to Moursund and Bielefeldt (1999), the principal investigators of a study conducted by the International Society for Technology in Education (ISTE), “71% of teacher education programs in the study required students to take at least three credit hours related to generic instruction technology skills” (p. However, these courses did not provide a meaningful context for how technologies apply to and can improve teaching and learning.
Contemporary Issues in Technology and Teacher Education [Online serial], 8(4).(2000) developed criteria for appropriately integrating technology into social studies teacher preparation programs.These criteria also provided guidance to preservice teachers for integrating technology into instruction with K-12 students. (2000), infusing technology into instruction should (Center for Information and Research on Civic Learning and Engagement [CIRCLE], 2003) described goals for civic education as preparing competent and responsible citizens who are informed and thoughtful.They further suggested that citizens should understand public and community issues, be able to obtain information, think critically, and be willing to enter into dialogue with others and understand diverse perspectives.also suggested that citizens act politically by organizing to address social issues, solve problems in groups, speak in public, petition, protest, and vote. (2000) guidelines, the group argued, One of the most far reaching and influential projects to distinguish how teachers and students should utilize technology in support of the aims of education can be found in the ISTE National Technology Standards.There is little evidence that K-12 students used technology to support critical thinking, problem solving, and decision-making.Computer technology is almost ubiquitous and a major contributor to the “flat world” described by Thomas Friedman (2007).In contrast, those teacher preparation programs embedding hands-on technology models in methods courses and student teaching requirements are more likely to produce teachers who use technology in their own practice (Vannatta, 2000).Thomas and Cooper (2000) argued that college of education faculty should increase their use of technology, provide their students with opportunities to use technology, and model the use of technology in instruction. (2003) surveyed social studies methods faculty regarding technology applications in social studies teacher education. Using technology as a tool for learning and developing 21st century citizenship skills: An examination of the NETS and technology use by preservice teachers with their K-12 students.The 5-year study addressed two questions: (a) To what extent did preservice teachers integrate technology into their instructional planning?