Keywordspreservice teacher education
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AbstractAs the United States enters the 21st Century, teacher preparation programs across the nation are assessing their capacity to adequately prepare new teachers to embrace the use of technology in the education of young people who will live in a global, information-based society. This research sought to overcome the barriers to the integration of technology in preservice teacher education. The following barriers were identified in the Preservice Teacher Education at Ohio University: ·The College of Education did not have a long-range, articulated technology plan focusing on the integration of technology in teaching and learning. ·Faculty members throughout the University only randomly modeled appropriate uses of technology in the teaching/learning process within content areas. ·Pre-service teachers had little opportunity to apply technology during field experiences. ·There was little communication among faculty who teach technology courses, faculty who provided content instruction, faculty who provided pedagogical instruction, and P-12 teachers who provide field and/or student teaching experiences.The proposed activities were designed to improve teacher preparation programs at Ohio University through a collaborative effort of the Colleges of Education, Health and Human Services, Arts and Sciences, the five regional campuses, and P-12 schools through the use of technology into the teaching learning process to improve preservice teachers' knowledge, skills and confidence.