{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Establishing International Collaborations Through Technology for Teacher Educators Cases from three

Establishing International Collaborations Through Technology for Teacher Educators Cases from three

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
ESTABLISHING INTERNATIONAL COLLABORATIONS THROUGH TECHNOLOGY FOR TEACHER EDUCATORS: CASES FROM THREE DIFFERENT COUNTRIES Betul Ozkan, Ph.D. N062 Lagomarcino Hall Iowa State University Ames, IA 50011 [email protected] Eduardo Garcia-Villada N051 Lagomarcino hall Iowa State University Ames, IA 50011 [email protected] Nina Semko N013 Lagomarcino Hall Iowa State University Ames, IA 50011 [email protected] Abstract : In this paper we will discuss a variety of international projects in three different countries, Turkey, the U.S. and Ukraine; and share our experiences on how technology is used in teacher education programs. We will compare different models and approaches used in these countries to accommodate their cultural context. The preliminary results of these ongoing projects show that establishing international collaborations needs to address cultural and local differences as well as policy and political issues. The Curriculum and Instruction Department at Iowa State University (ISU) houses two very active research centers: the Center for Technology in Learning and Teaching (CTLT) and the National Foreign Language Resource Center. In this paper we will discuss three of the projects from these two centers, how technology is used in each of the projects, and how they served to establish international collaborations through technology in teacher education. The first project is a collaborative project between Iowa State University’s CTLT and Bilkent University, Turkey. The basic purpose of this U.S. Department of State sponsored project is to provide a two-month internship for all Bilkent University graduate teacher-education students in Iowa schools. Although the internship is at the heart of the students’ experiences in the U.S., the students also attend seminars at ISU, visit outstanding schools in a four-state region, attend cultural events at ISU, go on home stays, and visit Chicago and Washington, DC. The Bilkent University faculty were interested in this grant mainly for two reasons. First, they wanted their students to become familiar with a wide range of student-centered learning environments including collaborative and cooperative learning, anchored instruction, as well as authentic and situated learning. Therefore, while students are observing their mentors using student-centered methods, at the same time they plan and teach lessons in their content area. The second reason for interest in the project is to teach students a wide range of learning technologies including multimedia computers, video-based technologies, and Internet. The first two years of the project are already completed, and our experience shows that there was a discrepancy between the planned use of technology and the actual use of it in this internship program. There are several reasons for this: first of all, the mentor teachers selected from Des Moines, IA to work with Bilkent teacher candidates were exemplary teachers in their school districts, and had been identified after a rigorous process of selection; however,
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
technology use and integration by mentors is not one of the constant characteristics of their teaching. Therefore,
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}