Technology and Teacher Education

Tel-Ed-95 -- December 1, 1995

This was a "collaborative presentation" on December 1, 1995, at the Tel-Ed '95 conference. The discussion leaders were from four different research projects which have focussed on exploring ways to integrate advanced technologies, especially wide-area network technologies, into teacher education, both at the preservice and inservice levels.

Discussion leaders (from left to right): Michael Waugh, Jim Levin, Judi Harris, Renée Clift, Randy Souviney, Cathy Thurston, Margaret Honey

Discussion organization

Participants were randomly assigned to one of four groups, each of which tackled one of the four questions below for 15 minutes before moving on to one of the other questions. Each group tackled each question. For each question, there were one or two discussion leaders:

Question 1:

What have we learned about how technology can allow teacher education to contribute to improving K-12 education? What more do we need to investigate?

Discussion leaders:
- Randy Souviney <>
- Renée Clift<>

- InternNet Project: <>
- Teaching Teleapprenticeship Project: <>

Important issues to emerge from the discussion:
- Dichotomy between labs & in-class
- Importance of portability
- Staff Development in K-12 (rent-a-student-teacher)
- the importance of computers becomming transparant to instruction
- the difference between high school and elementary ethos about computer use, elementary use in classroom, high school relies on labs

Question 2:

In what new ways can technology allow K-12 education to contribute to improving teacher education?

Discussion leader:
- Jim Levin <>

- Teaching Teleapprenticeship Project: <>

Important issues to emerge from the discussion:
- new interactional frameworks for K-12 to contribute to teacher education
- the pressure of K-12 on teacher education to integrate the use of technology
- the value of having K-12 students answer questions asked by teacher education students
- the potential of having teacher education students "visit" multiple classrooms remotely
- the importance of integrating technology into teacher education methods courses
- the uses of technology to increase the integration of K-12 and teacher education,
possibly through a remote "distinguished teacher in residence" program

Question 3:

In what new ways can technology allow education (both teacher education and the rest of education) to interact productively with people outside of education?

Discussion leaders:
- Judi Harris <>
- Michael Waugh <>

- Electronic Emissary Project: <>
and <>
- Teaching Teleapprenticeship Project: <>

Important issues to emerge from the discussion:
- Who is out there to talk with us?
(Include members of geographic and virtual communities.)

- How can we verify/validate their expertise/suitability to communicate with our students?

- What assistance is available to help teachers and students find folks to participate in these exchanges/projects?
How can we help teachers to be facilitators, rather than sages?

- What will they do for us?

- What can we do for them?

- - - - - - - - - - - -

- It's important to publicize the exciting things that schools are doing, such as these kinds of collaborations. Parent awareness is important.

- Remember that access to these kinds of external resources is *both* interpersonal *and* hardware-related.

- These kinds of exchanges can help teachers overcome feelings of isolation.

==> There are no stakeholders "outside" of education.

==> Altruism is alive and well on the 'net.

Question 4:

What guidelines are there for organizing productive interaction between teacher education and others using new technologies?

Discussion leaders:
- Margaret Honey <>
- Cathy Thurston <>

- Mathematics Learning Forums: <>
- Teaching Teleapprenticeship Project: <>
- Guidelines for Educational Uses of Networks: <>

Important issues to emerge from the discussion:
- Smallness/attention to individuals
- Time
- Scalability
- Human Infrastructure (importance of)
- Availablity of technology

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