Sponsored by the Society for
Information Technology and Teacher Education
Volume 7, Issue 2 (2007) ISSN 1528-5804
Use of Technology to Teach Content in a
Entries in this category were nominated for innovative use of technology to teach content in a teaching methods course. They received the highest rankings in the peer review by our selection panel.
Garry Hoban uses slow motion animation (“slowmation”), a new teaching approach that uses a simple animation process to engage learners in creating their own comprehensive animations of science concepts. This paper describes how preservice elementary teachers used slowmation, a form of stop-motion animation, making models of science concepts and taking digital still photos as the models were manually manipulated in the horizontal plane. Preservice elementary teachers learned how to create slowmations in their science method course and then made their own comprehensive examples in an assignment to represent a science concept.
This paper discusses Sara Kajder’s Content Area Reading and Writing course designed for secondary preservice teachers who are in a range of disciplines: secondary English, science, mathematics, foreign language, social studies, art, music, and physical education. The course is designed around multiple objectives, all countering the notion that content area reading is a general task that lacks specific, integral ties to the specific subject taught.
Elaine Hoter and colleagues have created a course to teach technology through a content-based course linked with three other classes. The students improve their writing and technological skills while participating in a linked course with people in the world they would never get the opportunity to meet: the Deaf. Together they carry out online assignments in the subject area of deaf and the Holocaust.
This course builds on previous experiences to support prospective teachers as they have an opportunity to practice interdisciplinary integration of technology in a K-5 classroom in collaboration with a practicing teacher. All technology use must directly relate to the curriculum, meet statewide grade level standards, and include relevant assessments. Focusing on a single technology when prospective teachers are working in a variety of contexts is not as valuable as working with them to operate within their individual contexts and sharing contexts among participants.