Faculty integration of technology in teacher preparation: outcomes of a development model

Abstract

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs.

Keywords:

• faculty development
• instructional technology
• teacher education
• technology integration

Acknowledgements

Funding for the related research was provided through the Preparing Tomorrow’s Teachers to Use Technology (PT3) Program supported through the US Department of Education.

Notes

1. See www.iste.org/inhouse/nets/cnets/index.html (accessed 6 September 2007).

2. See online.utk.edu (accessed 6 September 2007).