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Developing University-School Partnership in Multidisciplinary Technology Integration. Sergei Abramovich Rick Tomlinson Glenn Mott Stacy Rush Valarie Simmons SUNY Potsdam and Banford Elementary School - Canton. Overview. Theoretical background Description of the project

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developing university school partnership in multidisciplinary technology integration
Developing University-School Partnership in Multidisciplinary Technology Integration

Sergei Abramovich

Rick Tomlinson

Glenn Mott

Stacy Rush

Valarie Simmons

SUNY Potsdam and Banford Elementary School - Canton

overview
Overview
  • Theoretical background
  • Description of the project
  • Multidisciplinary activities
  • Conclusions
theoretical background
Theoretical background
  • Assessment by NCATE Task Force on Technology and Teacher Education (1997):
    • Pre-service teachers rarely have an occasion for applying technology in their courses and are not engaged in role models of faculty teaching with technology
    • This finding applies to all content areas, including mathematics, science, and social studies
context
Context
  • It has been suggested by several authors that teacher education programs should provide learning experiences for pre-teachers in using a computer as an exploratory tool in both theoretical and applied contexts with a focus on “learning with technology, not about technology” (Shaw, 1997) during all stages of their education including regular coursework and student teaching.
context1
Context
  • As Browning and Klespis (2000) have pointed out, pre-teachers should be given authentic experiences in developing technology-enabled activities for a pre-college classroom.
  • Willis (2001) has extended this recommendation by arguing that pre-teachers should be given opportunities for professional growth including teaching their own technology-enhanced lessons.
slide6
Three approaches to technology-enhanced mathematics pedagogy for elementary pre-teachers (SUNY Potsdam)
  • Introduce pre-teachers to the pedagogy through a computer-enhanced mathematics methods course
  • Offer a course that focuses on the design of technology-enabled lessons of mathematics
  • Introduce technology into a mathematics teacher preparation program that is grounded in pre-teachers’ participation in a methods course with a student teaching (field experience) component.
these three approaches parallel garofalo s 2000 notion of the primary user of technology
These three approaches parallel Garofalo’s (2000) notion of the primary user of technology
  • Teacher educator as the primary user
  • Pre-teachers are being prepared to be the primary users
  • Pre-teachers are being prepared to have their students to be primary users
participants
Participants
  • Pre-service elementary teachers in a graduate program (SUNY Potsdam)
  • Third-grade students (Banford Elementary School)
  • University faculty
  • School faculty
goals of collaboration
Goals of collaboration
  • Develop set of multidisciplinary activities for younger children that integrate off- and on-computer activities, including the Internet and spreadsheets
  • Use spreadsheet as an exploratory tool
  • Using computers in elementary teacher education in the strongest sense
goals of collaboration1
Goals of Collaboration
  • Affecting elementary pre-teachers’ beliefs about technology
  • Helping the school to integrate computers into curriculum
multidisciplinary activity temperature project
Multidisciplinary activity: Temperature project
  • Use of the Internet to collect data
  • Use of spreadsheets to represent data
  • Use of spreadsheets to analyze data
  • Use of spreadsheets to put mathematics in the context of temperature patterns
  • Use of sequential building of task complexity
conclusions
Conclusions
  • Authors believe that the project:
    • enabled the pre-teachers to act as agents of change in the PDS environment
    • helped them to develop a disposition towards the fieldwork classroom as a site for inquiry
references
References
  • Browning, C.A., and Klespis, M.L., (2000). A reaction to Garofalo, Drier, Harper, Timmerman, and Shockey. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (2). (http://www.citejournal.org/)
  • Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., and Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teaching. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). (http://www.citejournal.org/).
  • National Council for Accreditation of Teacher Education. (1997). Technology and the new professional teacher: Preparing for the 21st century classroom. Washington, DC: Author.
references1
References
  • Shaw, D. E. (1997). Report to the President on the use of technology to strengthen K-12 education in the United States. Washington, DC: President’s Committee of Advisors on Science and Technology, Panel on Educational Technology.
  • Valli, L., Cooper, D., and Frankes, L. (1997). Professional Development schools and equity: a critical analysis of rhetoric and research. In M. W. Apple (ed.), Review of research in education, pp. 251-304. Washington, DC: AERA.
  • Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, [Online serial], 1(3), (http://www.citejournal.org/).
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