Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants

Drew Polly, Clif Mims, Craig E. Shepherd, Fethi Inan

Research output: Contribution to journalArticlepeer-review

156 Scopus citations

Abstract

This article uses the framework of technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences. Lastly, the authors provide implications and directions for future analyses of technology integration efforts.

Original languageEnglish
Pages (from-to)863-870
Number of pages8
JournalTeaching and Teacher Education
Volume26
Issue number4
DOIs
StatePublished - May 2010

Keywords

  • Mentorship
  • Professional development
  • Teacher education
  • Technology integration

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