Integrating and modeling technology into teacher education: A case study of Dakota State University teacher education technology program (South Dakota).

摘要

The purpose of this study was to examine an institution that demonstrates exemplary use of technology in the preparation of teacher education candidates. In reviewing the literature it was determined that Dakota State University has demonstrated exemplary use of technology in their teacher education program. Dakota State University is also listed "ninth" in the nation as the most wired Baccalaureate II Colleges according to "Yahoo's America's Most Wired" list of colleges and universities. Based on this information, Dakota State University was the focus for this descriptive study.; The study allowed the researcher to look closely at Dakota State University's technology program and identify aspects of the program that will enhance technology usage in the teacher education program at Southern Utah University. By examining current technology practices and the efforts of teacher educators at Dakota State University to integrate technology into their courses, a model was developed for implementation by the College of Education at Southern Utah University to make technology an integral component of all teacher education faculty teaching methodologies. Other institutions looking to enhance technology in their teacher preparation programs could implement the model.; Data sources included individual interviews, field observations, reflexive journal entries, faculty, student, and graduate artifacts. Informal and formal member checks were carried out throughout the study to negotiate a shared meaning with the participants.; The main findings showed that teacher education programs should place a greater emphasis on the impact of technology on society and its implications for education. For technology to be integrated into a teacher preparation program, it must be a collaborative effort by administrators, faculty, technical support personnel, and students. Teacher educators need substantially more support from their administration to successfully shift from use of computers for personal productivity to integration of technology into their instruction.; Recommendations included a model for the integration of technology into the teacher education program at Southern Utah University. The model includes a five-step process to integrate technology into teacher education. More research is needed in this area to explore new and innovative strategies for integrating technology into teacher education programs.