Creating social relationships: The role of technology in preservice teacher preparation

Louis M. Gomez*, Miriam Gamoran Sherin, Jacqueline Griesdorn, Lou Ellen Finn

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

53 Scopus citations

Abstract

In this article, the authors explore how the pervasive availability of technology allows for new social arrangements in teacher education by connecting preservice teachers, school-based personnel, university faculty, and others in deep and engaging ways. The authors illustrate this perspective and then propose four implications for teacher education institutions that build on this view. Specifically, the authors recommend that technology be used in teacher education to (a) create technically literate education professionals, (b) strengthen the practice-theory connection, (c) provide more practice-centered training, and (d) reflect deeply into the scholarship and practice of teaching. The authors discuss each of the four implications in turn and provide examples of institutional practices aligned with these goals.

Original languageEnglish (US)
Pages (from-to)117-131
Number of pages15
JournalJournal of Teacher Education
Volume59
Issue number2
DOIs
StatePublished - Mar 1 2008

Keywords

  • Organizational relationships
  • Practice-theory connections
  • Teacher preparation
  • Technology

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Creating social relationships: The role of technology in preservice teacher preparation'. Together they form a unique fingerprint.

Cite this