Social Studies Research and Practice
Volume 2, Number 1, Spring 2007
Content-Specific Technology Infusion Program in Pre-Service Teacher Education: The Technology Leadership Cadre (TLC)
Kathleen Owings Swan
University of Kentucky
College of William and Mary
Efforts to prepare new teachers to integrate technology into their teaching have a lengthy history. Increasingly, scholars are beginning to understand the importance of linking technology with specific content areas and pedagogy (Zhao, 2003). Mishra and Koehler (2006) refer to this intersection of technology, pedagogy, and content as Technological Pedagogical Content Knowledge (TPCK). Structuring field experiences that systematically address curriculum-based technology integration in the context of specific content areas is one way that teacher preparation programs can operationalize this development of TPCK in pre-service teachers (Bolick, 2002; Dawson & Nonis, 2000). Analysis of the data in the Bolick study revealed three benefits for the pre-service teachers working within a content-specific technology field placement: (a) increased knowledge and skill related to digital history pedagogy, (b) increased content-area knowledge, and (c) increased confidence in developing and teaching technology-integrated lessons (2002). Using Bolick’s findings as initial assertions, this study investigated the use of collaborative field placements, digital history, and an apprenticeship model of training to teach pre-service teachers about technology and elementary social studies instruction. This paper discusses the results of the Technology Leadership Cadre (TLC) collaboration and provides recommendations for future studies in this area of research.
About the Author(s)…
Mark Hofer is an assistant professor in Educational Technology at the College of William & Mary in the School of Education and a former high school social studies teacher. He focuses on innovative ways to prepare pre-service teachers to transform teaching and learning with the appropriate use of technology and on exploring K-12 classroom applications of technology. He regularly shares his work at national and state conferences and in journals including Social Studies and the Young Learner, Learning and Leading with Technology, the Journal of Computing in Teacher Education, and Contemporary Issues in Technology and Teacher Education.
Kathleen Owings Swan is an assistant professor in Curriculum and Instruction at the University of Kentucky in the School of Education and a former high school social studies teacher. Dr. Swan’s research includes examining strategies for training pre-service and in-service social studies teachers to effectively use educational technology in social studies instruction. She regularly presents her work at national and state conferences and in a variety of education journals including International Journal of Social Education, Social Studies and the Young Learner, Contemporary Issues in Technology and Teacher Education, and Learning and Leading with Technology.