WHAT IS TECHNOLOGY INFUSION?
TECH INFUSION is our college-wide vision to prepare students to teach and learn with technology. It includes:
- Long-Range Planning for program-wide technology integration curriculum
- Course Development to integrate teaching with technology
- Professional Development for all teacher preparation faculty
- Continual Renewal through Research & Evaluation
ASU's Mary Lou Fulton Teachers College is one of the largest teacher credentialing institutions in the United States. In 2012 the college decided to create space for more content-knowledge courses in preservice programs, in part by eliminating the stand-alone educational technology course.
Educational technology faculty suggested a programmatic approach to the educational technology curriculum, where technology would be infused into the many content methods courses, would be a viable alternate method to addressing the educational technology curriculum. This approach would give preservice teachers more opportunities to practice teaching with technology, guided by instructors with strong content knowledge, not by the faculty in the college who were expert in educational technology.
This was a momentous undertaking because methods courses would need to teach educational technology curriculum, and very few of them were expert in this area. There were many courses involved in the "technology infusion" project. In a college our size, the number of instructors who would need to be trained, many who are adjunct, was vast. Administrative support would be critical.
It was clear this would be a long-term effort if we were to meet out goal: that our preservice teachers would be prepared to meet the needs of their future “digital native” PK-12 students upon their first day as certified teachers.
This web site documents the research-driven process.
Educational technology faculty suggested a programmatic approach to the educational technology curriculum, where technology would be infused into the many content methods courses, would be a viable alternate method to addressing the educational technology curriculum. This approach would give preservice teachers more opportunities to practice teaching with technology, guided by instructors with strong content knowledge, not by the faculty in the college who were expert in educational technology.
This was a momentous undertaking because methods courses would need to teach educational technology curriculum, and very few of them were expert in this area. There were many courses involved in the "technology infusion" project. In a college our size, the number of instructors who would need to be trained, many who are adjunct, was vast. Administrative support would be critical.
It was clear this would be a long-term effort if we were to meet out goal: that our preservice teachers would be prepared to meet the needs of their future “digital native” PK-12 students upon their first day as certified teachers.
This web site documents the research-driven process.
