Faculty-Teaching-Faculty : A Model for Encouraging Teacher Educators To Integrate Technology in Instruction / Liz C. Stephens, Thomas Mandeville and Kathryn Matthew.

This paper describes the implementation and assessment of a unique model of professional development for teacher educators. Southwest Texas State University's (SWT's) College of Education graduates and certifies more teachers than any other institution in the state; SWT has had a professional development school since 1991. The View and Doing Technology (VDT) Project was designed by faculty in part to ensure that field-based preservice teachers observed competent to exemplary uses of technology in the delivery of instruction. In order to provide professional development to faculty in a convenient and non-threatening manner, a professional development model was established that relied wholly on the technological knowledge and/or talent that several members of the faculty had, rather than on what deficiencies were evident. The general purpose of the VDT Project was to establish a series of professional development demonstration workshops set in a supportive community of learners. The specific aim of the VDT Project was to situate field-based teacher educators, who teach secondary preservice teachers, in a learning environment in which participants demonstrate skillful teaching with technology and ultimately provide preservice teachers with rich opportunities for visualizing and integrating technology in their teaching. This study of the project examined to what extent the VDT Project's faculty-teaching-faculty model inspired a technology rich learning environment for preservice teachers. (Contains 10 references.) (AEF)

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