ERIC Number: ED449138
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Integrating Technology into Teacher Education: A Review of Bank Street's Project EXPERT.
Cohen, Marvin; Brunner, Cornelia
This paper examines the Bank Street College of Education's efforts to infuse technology into all aspects of graduate teacher education. Entitled Project EXPERT (Expanding Educational Repertoire through Technology), the effort called for graduate school faculty to learn to use technology in their own classrooms and to redesign their courses, students' supervised fieldwork experiences, and students' culminating projects to effectively use technology. Project goals were to prepare classroom teachers to use technology wisely with students and to provide leadership in the area of instructional technology and assessment. Project EXPERT was a whole-school model for technology integration in the context of curricular reform. This paper describes the development and first-year implementation of Project EXPERT, noting lessons learned (e.g., curriculum reform and technology integration seem ideally matched in theory, but can present problems in practice; online discussion forums were the first technology to interest faculty; and for many faculty, curricular reform was not originally a matter of changing teaching practice, but rather of including a wider set of perspectives in their courses, particularly an emphasis on inclusion, diversity, and use of the arts). Revisions made after the first year focused on faculty training, curricular redesign, and K-12 teacher involvement. (SM)
Descriptors: College Faculty, Computer Uses in Education, Educational Improvement, Educational Technology, Elementary Secondary Education, Graduate Students, Graduate Study, Higher Education, Preservice Teacher Education, Teaching Methods
For full text: http://www.ericsp.org/pages/digests/BankStreet.htm.
Publication Type: ERIC Publications; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.