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首页> 外文期刊>Journal of digital learning in teacher education >Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change
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Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change

机译：职前教师教育基准测试独立的教育技术课程，为变革做准备

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In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course. Educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Our first step was to conduct this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course. We will share benchmarks that arose from the study with program developers for adoption or adaptation to the new technology-infused courses where appropriate. Findings may also be useful to other teacher credentialing institutions that are changing to a technology-infused instructional approach.
机译：为了通过加强内容区域准备和通过延长学生教学时间来增加实践机会来改革教师教育计划，亚利桑那州立大学的Mary Lou Fulton师范学院取消了一组教师教育课程，包括独立的教育技术课程。教育技术教师负责开发将技术注入方法课程的替代方法。我们的第一步是对独立课程进行基准测试，以确定应纳入新计划设计的成功课程和实践。课前和课后调查结果以及焦点小组数据的分析结果表明，在独立课程中，候选人的信心和TPACK分数均有所提高。我们将与程序开发人员共享研究中产生的基准，以在适当时采用或适应新技术课程。研究结果对于其他正在转向采用技术教学方法的教师资格认证机构也可能有用。

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