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Archived July, 2001
 
Technology and Teacher Education
 
Transforming Learning: Technology Integration Across the Teacher Education Curriculum
sequencing technology experiences across the teacher education curriculum at Peabody College, Vanderbilt University.
 
The faculty of Vanderbilt’s Peabody College have taken on the task of transforming many of their courses so that prospective teachers systematically experience the power of information technologies to support learning and teaching. A primary goal is to ensure that future teachers are thoroughly introduced to various information technologies and that they become comfortable and capable with those technologies. A second goal is to model highly effective and innovative teaching that is enabled by information technologies - teaching that promotes greater student learning. To accomplish these goals, faculty have redesigned their courses to make extensive use of multimedia video materials and other digital resources. Faculty regularly use technology in their teaching and students are routinely given in-class and out-of-class assignments that require extensive use of technological tools such as networking, research using the World Wide Web, and control and production of integrated multimedia programs.

The introduction of technology into the Peabody teacher education program currently includes multiple, sequenced courses and learning experiences that begin with the introductory courses and range through advanced methods courses. The learning experiences of Peabody teacher education students are represented by the diagonal shown in the graphic on the following page (NOTE: available in printed report only).

Peabody students now have multiple opportunities to progress from being "consumers to producers" of technology-based applications. Movement along this dimension is always from reliance on faculty-developed instructional technology applications and toward learning environments that provide greater opportunity and support for student development of their own technology-based content applications, especially those that can become part of their subsequent instructional practice. This progression in the acquisition of knowledge and competence is done in the context of courses that have themselves been partially to wholly transformed as a result of embedded technology applications.

The overall result of combining the two dimensions of course redesign is a gradual and progressive increase in the sophistication and complexity of the technology-based applications that students experience over a series of courses. This "journey" over time and courses has many facets, including an increased sophistication in what students are expected to do with materials made available to them via technology, how such material is presented, how they use technology to help them construct and display their knowledge, and finally, how they use technology to conduct their own teaching. The end product will be new teachers who are not just technologically skilled but teachers who understand how, when, and why to use technology to support their teaching and their students’ learning. A byproduct of this redesign enterprise is a teacher education faculty who share these same characteristics.

To learn more about this program, visit the visit the web site at Peabody College, Vanderbilt University.
 
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