Developing Learner-Centered Technology Assignments with Student Teachers

Abstract

The International Society for Technology in Education and the National Council for Accreditation of Teacher Education are calling for significant changes in teacher preparation programs to infuse more technology into teaching and learning. Using technology to enhance pedagogy is necessary in professional development schools where universities and school district personnel work in partnership to prepare technology-competent teachers. Learning how to infuse technology into lessons and assignments that will meet the needs of all members of the learning community requires explicit planning in order to be effective. This article describes how university faculty and a technology co-teacher worked together to plan and implement technology-infused assignments and lessons with student teachers that resulted in positive learning outcomes for all participants.

Additional information

Notes on contributors

Joyce Rademacher

Joyce Rademacher, PhD, is an associate professor of special education in the Department of Technology at the University of North Texas. Dr. Rademacher’s research interests include development and validation of strategies for diverse learners and the integration of technology into preservice and inservice education.

Tandra Tyler-Wood

Tandra Tyler-Wood, PhD, is the program coordinator for the Special Education Program in the Department of Technology and Cognition at the University of North Texas. Dr. Tyler-Wood’s research interests include integrating technology and assessment practices into teacher education.

Jane Doclar

Ms. Jane Doclar is an adjunct professor and supervisor of student teachers in the Department of Teacher Education and Administration at the University of North Texas. Ms. Doclar also trains inservice teachers to infuse technology into classroom instruction.

Jane Pemberton

Jane Pemberton, PhD, is the coordinator of the diagnostician program in the Department of Technology and Cognition at the University of North Texas. Dr. Pemberton’s research interests include development of instructional techniques as they apply to students with and without disabilities in a variety of school settings and supervision of field-based programs using technology.