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ERIC Number: ED406342
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 9
Abstractor: N/A
Reference Count: N/A
Building an Expert Learning Community in a Preservice "Technology for Teachers" Course.
Bunderson, C. Victor; Martinez, Margaret
A model for transforming the role of the student has been developed based on principles of organizational theory, change management, and the research concerning implementation of computer and telecommunications technology in schools. This model, called "Expert Learning Communities," has been applied in the design and implementation of a preservice teacher education course, "Technology for Teachers," taught in the Instructional Psychology and Technology Department at Brigham Young University (Utah). The goal of the course is to provide specific instruction, tasks, and projects enabling preservice teachers to: practice the student role as researcher and communicator; observe course instructors as they model the teacher role in an expert learning community; and perform as junior teachers or experts working on projects of substance. The strategic plan followed in the course offers six key strategies for creating and maintaining an effective expert learning community: (1) commitment to improving the esprit, morale, and climate of the learning community; (2) using multiple improvement cycles; (3) representing the domains of expertise, called work models; (4) developing and following a multidisciplinary curriculum plan; (5) introducing new tools (computer setups that permit certain role shifts to occur); and (6) administration (roles, rules, and planning documents). Each of these elements of the strategic plan is illustrated with examples and graphics. (Contains seven references and five web site addresses.) (Author/ND)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A