Preparing French Immersion Teachers To Infuse Technological Literacy Across School Curricula. Final Report No. 1.

Autor/inn/en	Boutin, France; Chinien, Christian A.
Institution	Manitoba Univ., Winnipeg. Faculty of Education.
Titel	Preparing French Immersion Teachers To Infuse Technological Literacy Across School Curricula. Final Report No. 1.
Quelle	(1997), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Literacy; Curriculum Development; Educational Technology; Elementary Education; Foreign Countries; French; Higher Education; Immersion Programs; Instructional Design; Preservice Teacher Education; Teacher Education Curriculum; Canada + Suchen Sie Ihr Suchwort? Computerkenntnisse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterrichtsmedien; Elementarunterricht; Ausland; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immersionsprogramm; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehramtsstudiengang; Lehrerausbildung; Kanada
Abstract	The report details a Manitoba (Canada) project to prepare public school teachers so that they can assist their students in developing essential technological literacy skills. More specifically, the project's objective was to develop and pilot a preservice teacher education component designed to prepare French immersion teachers to incorporate these skills across regular school subjects. Subjects were 16 fourth-year student teachers in the French immersion teacher education program at the University of Manitoba. In a series of workshops, the teachers developed their own technological literacy and then applied this knowledge in curriculum development projects that they piloted with students. The report begins with a description of the project, its objectives, and methodology and then offers a review of relevant literature on technological literacy in the schools and principles of instructional design. The teacher preparation model is then outlined. The subsequent two sections, presented in French, present the project's results and the results of a survey of participating teachers. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC