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A key element of the P3T3
project was professional development to help all faculty in the School
of Education, as well as selected faculty in Science and Liberal Arts,
to become effective educational technology users themselves. Faculty
professional development consisted of a two-day "start-up"
workshop and three days of introductory workshops followed by year-long mentoring that focused on technology integration.
Introductory workshops combined three key elements:
- modeling of appropriate uses of technology through participants'
immersion in a problem-centered activity involving rich use of technology
for gathering information, manipulating data, and communicating
results as well as for enhancing one's thinking;
- reflecting on practice and the role of technology in both K-12
and higher education classrooms; and
- development of basic knowledge and skills
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Faculty engage in problem-based learning with technology
during the P3T3 start-up workshops. |
To achieve extended support, an academic year-long mentoring program
followed the workshops. P3T3 faculty and graduate assistants worked
with less experienced faculty members who completed the summer institute
to help them pursue personal and course technology integration goals.
Mentoring focused on integrating technology, where appropriate,
into each faculty members' teacher education courses.
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