Chatterjee, S., & Parra, J. (2020). Innovative design revisions on an undergraduate technology integration course for K-12 preservice teachers. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 431-442). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/216903/  

Abstract:

“This chapter discusses the innovative design revisions on an undergraduate technology integration course in the College of Education’s teacher preparation program at a Southwestern University in the US. Due to COVID-19 pandemic, specific issues emerged-1) the course was taught for seven weeks instead of eight, and 2) with students experiencing a shift to all online learning, it was anticipated that students, who are mostly preservice teachers, would experience potential stresses that could impact student participation and success. Revisions were made related to technology tool use, modular design and streamlining of activities. Further, the course design and content incorporates Technological, Pedagogical, and Content Knowledge (TPACK) Framework. In the first iterations of this course, TPACK was an awareness topic while in this iteration, it was incorporated as a primary topic. In addition, implications of the revisions include the importance of student-centered course design and use of social media platforms for learning.”