Keywords

technology integration, preservice education, assessment and measurement, teacher work samples, accountability

Abstract

The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates’ field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping the candidates implement technology during their field experiences. As a result of this disconnect, we developed a new set of indicators for the technology section of the assignment and provided examples of lessons that showed low and high expectations of technology use.

Original Publication Citation

Wentworth, N., Graham, C. R., & Tripp, T. (2008). Development of teaching and technology integration: Focus on pedagogy. Computers in the Schools, 25(1/2), 64-80.

Document Type

Peer-Reviewed Article

Publication Date

2008

Publisher

Computers in the Schools

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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