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Abstract
Field experiences are identified as an important component in the preparation of new teachers. As such, methods to supplement field experiences with pre and post activities that ready preservice teachers to effectively learn from them warrant further examination. This paper presents one tool that has been used successfully to improve preservice teachers' instructional decision-making knowledge about technology integration, with the unintended outcome of readying them for field experiences in general.
Additional information
Notes on contributors
Sara L. Dexter
Sara Dexter, EdD is an assistant professor of Technology Leadership in the Department of Leadership, Foundations & Policy in the Curry School of Education at the University of Virginia. Dr. Dexter's research has been on the integration and implementation of educational technology in K—12 schools. Most recently, her research has focused in on team-based technology leadership. A FIPSE-sponsored project she is co-PI for is developing leadership case-based learning on the ETIPS platform, see leadership.etips.info.
Eric Riedel
Cassandra Scharber is an assistant professor of Learning Technologies, starting fall 2008, in the Department of Curriculum and Instruction at the University of Minnesota. A former English teacher, her research interest: include K—12 technology integration, digital equity, and digital literacies. She has expertise in developing online curricula for both K—12 students and preservice teachers. Cassie has coauthored several book chapters on technology integration and has published in journals such as The Journal of Educational Computing Research and Reading Psychology.
Cassandra Scharber
Eric Riedel currently serves as the executive director for the Office of Institutional Research and Assessment at Walden University. Prior to coming to Walden, Dr. Riedel worked as a researcher and program evaluator in K—12, higher education, and community settings. His research interests include civic education, technology and social interaction, and the use of technology in higher education assessment. Eric Riedel received his PhD in political science at the University of Minnesota in 2000.