Yet finding technology -
rich field placements in low - income urban areas can be difficult.
Not exact matches
Mentored
field experiences begin with a one - day - a-week school
placement in freshman year, include pre-practicum experiences in schools, and culminate with full - time student teaching in a social studies classroom during senior year, affording preservice teachers the opportunity to design and implement inquiry - based, content -
rich units of study, and to assess students» learning.
We wanted preservice teachers to experience digitally
rich, inquiry - based learning environments on campus and in their
field placements.
Through assigned readings, classroom discussions, content
rich mathematics activities, and assignments that require data collection in your
field placement, you will be supported as you make sense of how to approach the profession of teaching.
The challenges with regard to locating
field placements that provide opportunities for
rich technology integration experiences for our preservice teachers potentially can be addressed by incorporating more video case modeling activities into our teacher education courses or by developing and sharing additional technology modeling activities with preservice teachers.
They used «digitally
rich, inquiry - based learning environments on campus and in their
field placements» to support preservice teachers» development of thinking and teaching with technologies.