This study investigated major course changes in 11 sections of a stand-alone educational technology course redesigned around 21st century skill sets as opposed to technical skill development. Conducted in the fall of 2007 and spring 2008 with a random sample of 100 pre-service teachers, independent and paired sample t tests and correlational…

Instructional practices in schools have been constantly changing over the years, and educators' knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers' knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the…

The World Wide Web is evolving in response to users who demand faster and more efficient access to information, portability, and reusability of digital objects between Web-based and computer-based applications and powerful communication, publication, collaboration, and teaching and learning tools. This article reviews current uses of Web-based…

In an effort to establish a baseline of technology competency among our entering education students, our College of Education began implementing the Assessment of Technology Competencies (ATC) in Fall 2003. This performance-based assessment evaluates word-processing, presentation, spreadsheet, graphic/drawing, and Internet skills. Although…

Sponsored by a Preparing Tomorrow's Teachers to Use Technology (PT3) grant, we participated in various activities designed to help us learn to infuse technology in our teacher education courses. The purpose of this paper is to describe the specific impact of the PT3 project activities on our change process -- including the formation, evolution,…

The use of the Instant Messenger (IM) environment to carry out structured online class discussions in graduate teacher education courses is described. Properties of IM are delineated, and specific procedures in using IM as a vehicle for class discussions are discussed. Attributes of Type II technology applications are addressed directly, and the…

The main purpose of this article is to discuss possibilities and concerns associated with building online communication into on-campus and online distance education courses. This article presents guidelines related to teaching strategies and procedures that maximize the integration of online communication in higher education. A sample of feedback…

PT3 and the Deans' Grants of the 1980s have much in common. Both were intended to stimulate the infusion of new material into general teacher education courses. PT3 was aimed at furthering the integration of technology in teacher education, while the Deans' Grants attempted to infuse knowledge and skills related to teaching students with…

In our pilot effort to integrate technology meaningfully into the three strands of pre-service teacher education (core courses, education courses, and K-12 field experiences), Links to the Future, a PT3 project in a small, private college, prioritized the issue of educational equity. This paper describes the first efforts of three faculty members…

Online instruction is a growing method of delivering course content in higher education. However, little research has been conducted regarding the effectiveness of such instruction for pre-service teachers, in both general education and special education, who will teach students with disabilities. In this chapter we briefly review the literature…

As corporate and higher education settings increasingly use Web 2.0 tools, the time has come to think about preparing K-12 in-service teachers to find ways in which these tools might support classroom teaching and learning goals. This article describes a graduate course designed and taught in spring 2007. Using a modeling and situated learning…

A study of methods to assess student learning in instructional technology courses was conducted using an IT learning model that consists of four dimensions. Static assessment and dynamic assessment methods were employed to assess student (a) attitudes toward technology, (b) learning and use of technology, (c) technology integration, and (d)…