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Situating teacher education: From the university classroom to the real classroom
Teacher Education
  • Pedro F. Hernández-Ramos, Santa Clara University
  • Carol Ann Giancarlo
Document Type
Publication Date
Taylor & Francis
This article presents a descriptive case study on the first experience moving a required teacher preparation instructional technology course from the university classroom into an elementary school setting. The key motivation was to help future teachers become more adept at integrating technology into their practice by learning about commonly used applications and best practices in an authentic setting, framed within a constructivist approach. In addition to lab time focused on the acquisition of computer skills, the course design included classrooms visits and observations, conversations with teachers and the principal, and development of a lesson or unit plan. The format was an intense one-week workshop, meeting for six hours each day and cotaught by two university faculty and a school-based coordinator, instead of a quarter-long course meeting once or twice a week for two hours or less with a single instructor. Students reacted very favorably to the course format and location. Detailed analysis of the curriculum and future plans are described.

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Computing in Teacher Education in Spring of 2004, available online:

Citation Information
Hernández-Ramos, P. & Giancarlo, C. A. (2004). Situating teacher education: From the university classroom to the real classroom. Journal of Computing in Teacher Education, 20(4), 121-128.