The Re-Envisioned Educational Technology Course

Abstract

This paper presents a new model for the required preservice technology integration course. We situate our model within the literature on the dominant stand-alone model, as well as the alternative models that have been explored. We then detail our restructured model of three one-hour courses that include focus on Introduction and Development, Integration and Evaluation, and Implementation and Assessment. We will highlight the challenges we have faced as well as our plans for continued course development. We argue that not only is our technology integration class sequence a feasible transition from stand-alone educational technology courses to a fully integrated model, but it also has unique merit for the cognitive development of our students in and of itself.

Additional information

Notes on contributors

Melissa Pierson

Dr. Melissa Pierson is an associate professor in the Instructional Technology Program at the University of Houston. Her research interests include the appropriate use of technology in teacher education, the development of technology integration abilities in novice teachers, and the relationship between teaching excellence and expertise with technology. She directed a PT³ grant project aimed at restructuring the preservice technology instruction at the University of Houston, and co-authored the book Using Technology in the Classroom, 6th Ed. (Allyn & Bacon).

Mary Thompson

Dr. Mary Thompson is a visiting assistant professor at the University of Houston. She is currently teaching two of the three courses described in this article. Her research interested include finding ways to better enable her preservice teachers to learn about integrating technology into their classrooms.