Rationale:
Preparing tomorrow's teachers begins as early as elementary school.
It takes faculty and students working together to create and nurture future teachers.
Information technology is changing the way we work, think and learn.
Research has shown that information technology is currently not used frequently in teacher education.
Building Learning with Technology Project:
The BLT project is one of 443 grants awarded by the U. S. Department of Education to:
Enhance the use of technology in instruction throughout the teacher education curriculum
Assure that future teachers develop the knowledge and skills required for enhancing learning enriched with technology.
Objectives:
Involve faculty-student teams in designing, implementing, evaluating and redesigning activities that:
are engaging and enriched with information technology.
address standards that future teachers must meet and are performance-based.
can be used in courses in which tomorrow's teachers enroll.
Participants are comprised of:
Design Teams from Future Educators of America (FEA) at Eleanov Roosevelt High School and Oxon Hill High School
Prince George's Community College Design Teams
University of Maryland Core Design Teams
EdGRID Design Teams
University of Maryland Preservice Design Teams
K-12 Design Teams from the Prince George's County Public Schools
Procedure for Developing Activities:
Identify important standards that future teachers need to know
Brainstorm ideas for activities that will help tomorrow's teachers meet required standards
Search for electronic resources (on the Internet and elsewhere)
Begin writing an outline of an engaging unit enriched with technology
Learn software as needed by the unit designed
Develop performance-based assessments
Tryout and evaluate units
Reflect on and redesign units
Time Frame and Resources for Developing Activities
:
January Design Institutes (3 days)
July Design Institutes (5 days) plus 8 days of additional work on units
Building Learning with Technology Website [
www.education.umd.edu/blt
]
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Last Modified April 7, 2002 ©University of Maryland
