Teacher preparation colleges and universities have been studied to determine best practices and respond to educational reform. Education as a whole has been criticized for the rate at which reform occurs. Technology in education has its roots in the early 1990s, but best practices to provide professional development to current teaching staff and in the teacher preparation programs continue to evolve.
This study shows the outcomes of a unique school-university partnership preparing pre-service teachers to purposefully integrate technology in their future classrooms. Six Duquesne University interns were followed through their university technology integration course and during their semester internship at a Pittsburgh area school district with technology rich classrooms. This investigation is distinctive as the interns were embedded field experiences focusing on technology prior to their student teaching experiences. In documenting the interns’ stories, their narratives further inform the effect of such opportunities and advance school-university partnerships for the purpose of better preparing teachers for today’s technology-rich classrooms and reduce or eliminate the Second Level Digital Divide.
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|Commitee:||Carbonara, David D., Chambers, Virginia H., Hagle, Holly|
|School:||Point Park University|
|Department:||Leadership and Administration|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Educational technology|
|Keywords:||Pre-service teacher interns, School-univeristy partnership, Second-level digital divide, Teacher preparation, Technology integration, Technology-rich classrooms|
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