Date of this Version
Published in Contemporary Issues in Technology and Teacher Education 4:3 (2004), pp. 376–383.
We are teacher educators (in elementary science and mathematics) who are enthusiastic about technology as a teaching tool—though it is as new to us as it is to our university colleagues. We recently led a United States Department of Education Preparing Tomorrow’s Teachers to Use Technology (PT3) grant project entitled TechLinks. In an effort to encourage peer faculty members to connect methods instruction with current technology initiatives (namely the International Society for Technology Education [ISTE], 2000, and the National Council on Accreditation of Teacher Education [NCATE], 1997), TechLinks provided faculty fellowships–$1,000 for equipment and materials and a technology assistant who provided just-in-time learning for up to six interested faculty members each year. This development money helped to generate a community of teacher educators who not only began to appreciate the power of teaching with technology but recognized new-found confidence in technology knowledge and skills. As members of this group ourselves, we developed a number of ideas for integrating technology into science and mathematics methods courses. We created a number of course assignments that incorporated technology teaching applications–helping future teachers learn about good science and mathematics teaching methods and new technology tools simultaneously. This article is intended to share examples of successful technology applications with others and to propose the usefulness of the Flick and Bell (2000) guidelines.