Transformative Practice in Teaching with Technology for Preservice Teachers

Virtual Brief Paper ID: 44485
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    Susan Stansberry
    Oklahoma State University

Abstract: Join a discussion of one university’s effort to create an environment in which preservice teachers develop critical educational technology knowledge and skills as they are immersed in the practice of actually teaching with technology. We emphasize work in peer groups in order to provide a “time effective, high-challenge low threat learning environment” (Barton & Haydn, 2006, p. 265) where preservice teachers can practice the role of a technology-using teacher (Lubin & Ge, 2012). In this risk-free community of learners they can make mistakes and learn from experience before they are faced with the riskier prospect of teaching in a real P-12 classroom. Ten weeks of the 16-week course are spent in Peer Team Teaching experiences, in which four preservice teachers function as Lead Teacher, Tech Expert, Resources Manager, or Assessment Specialist. Using an open eBook and social media tools, students stay engaged in the experience long after the course has ended.

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