	Technology Integration
	P³T³: Purdue Program for Preparing Tomorrow's Teachers to use Technology
P³T³ Home About Contact Info Evaluation Personnel Project Plan e-Portfolios Portfolio Links Faculty Development Integration Diversity Field Experiences Models Partners Advisory Board Support FAQ Resources	Diversity \| Field Experiences \| Models A phased implementation of technology integration into teacher education courses and selected supporting courses in Science and Liberal Arts was designed to build on the foundations laid by recent reforms of the teacher preparation programs. Technology is an explicit program strand in the reformed programs. Following a required 2-credit hour technology course (EDCI 270) for pre-service teachers, technology is woven throughout the pre-service teacher experience. The P³T³ project helped to articulate how technology is integrated throughout teacher preparation courses. Through these efforts, we expect students to develop technology proficiencies in an environment where appropriate technology use is routinely modeled. Diversity In order to meet the needs of all students, pre-service teachers must focus upon adapting instruction to diverse learners. Diversity is broadly defined to include: socioeconomic, religious, and intellectual diversity; special needs and gifted student populations; as well as ethnic and cultural diversity. Diversity is a key strand in our new teacher preparation programs. However, Purdue University is not located within close proximity to a major urban center and the diversity that such a center would afford. Nonetheless, we recognize the need to engage students with the cultural and ethnic diversity found in major urban centers. Technology can assist us with this task. Available communication technologies (e.g., Vision Athena, a two-way video network already in place in much of Indiana, and the Internet) are being used to link teacher preparation classes and students to diverse sites. (See related Purdue news story). In addition, we will continue to utilize the diversity that does exist within nearby schools with special attention to the role that technology might play in helping our students understand and work with diverse students (e.g., using assistive technologies with special needs learners). Field Experiences The consortium partners recognize that field experiences are also a key element of successful development of technology-using teachers. Unfortunately, a fundamental problem confronting Purdue and many other teacher preparation institutions is the scarcity of technology-proficient teachers and technology-rich environments where we can place pre-service teachers for field experiences. Three tactics will be employed to address this problem: (1) technologies such as two-way video (see above) and CD-ROM/web-based cases will be employed to allow students to observe master technology-using teachers, (2) technology will be considered in the placement of student teachers, and (3) new approaches to placement of students for field experiences will be tested. Models The development of key technology tools and support structures will accompany and support the technology integration. Tools and templates that support faculty integration initiatives (e.g., sample templates for integrating digital video into Powerpoint, "canned" settings for doing video conferencing over the Internet) will be developed and disseminated. Tools for demonstrating/illustrating technology integration in education will provide examples and the structure needed to help scaffold faculty development of their own integration efforts.
	Home \| About \| e-Portfolios \| Faculty Development \| Integration \| Partners \| Support Developed and maintained by the P³T³ project at Purdue University. Last modified: 27-Sep-2004.

Technology Integration

P³T³: Purdue Program for Preparing Tomorrow's Teachers to use Technology

Diversity | Field Experiences | Models

A phased implementation of technology integration into teacher education courses and selected supporting courses in Science and Liberal Arts was designed to build on the foundations laid by recent reforms of the teacher preparation programs. Technology is an explicit program strand in the reformed programs. Following a required 2-credit hour technology course (EDCI 270) for pre-service teachers, technology is woven throughout the pre-service teacher experience. The P³T³ project helped to articulate how technology is integrated throughout teacher preparation courses. Through these efforts, we expect students to develop technology proficiencies in an environment where appropriate technology use is routinely modeled.

Diversity

In order to meet the needs of all students, pre-service teachers must focus upon adapting instruction to diverse learners. Diversity is broadly defined to include: socioeconomic, religious, and intellectual diversity; special needs and gifted student populations; as well as ethnic and cultural diversity. Diversity is a key strand in our new teacher preparation programs. However, Purdue University is not located within close proximity to a major urban center and the diversity that such a center would afford. Nonetheless, we recognize the need to engage students with the cultural and ethnic diversity found in major urban centers. Technology can assist us with this task. Available communication technologies (e.g., Vision Athena, a two-way video network already in place in much of Indiana, and the Internet) are being used to link teacher preparation classes and students to diverse sites. (See related Purdue news story). In addition, we will continue to utilize the diversity that does exist within nearby schools with special attention to the role that technology might play in helping our students understand and work with diverse students (e.g., using assistive technologies with special needs learners).

Field Experiences

The consortium partners recognize that field experiences are also a key element of successful development of technology-using teachers. Unfortunately, a fundamental problem confronting Purdue and many other teacher preparation institutions is the scarcity of technology-proficient teachers and technology-rich environments where we can place pre-service teachers for field experiences. Three tactics will be employed to address this problem: (1) technologies such as two-way video (see above) and CD-ROM/web-based cases will be employed to allow students to observe master technology-using teachers, (2) technology will be considered in the placement of student teachers, and (3) new approaches to placement of students for field experiences will be tested.

Models

The development of key technology tools and support structures will accompany and support the technology integration. Tools and templates that support faculty integration initiatives (e.g., sample templates for integrating digital video into Powerpoint, "canned" settings for doing video conferencing over the Internet) will be developed and disseminated. Tools for demonstrating/illustrating technology integration in education will provide examples and the structure needed to help scaffold faculty development of their own integration efforts.

Developed and maintained by the P³T³ project at Purdue University. Last modified: 27-Sep-2004.