by:
  Jana M. Willis
  Brenda Weiser

  Introduction

Research has indicated that teachers determine the methods of instruction that occur in the classroom as well as how and when innovations are or are not implemented (Sandholtz, Ringstaff, & Dwyer, 1997). Therefore, teacher candidates need an understanding of the processes of technology integration before they can appropriately implement those processes into their future classroom curriculum. To establish that understanding, the current practice of training teachers in computer skills and software applications must be replaced with instruction that focuses on the processes of integrating technology into the curriculum that will result in enhanced student learning (Ertmer, 1999; Roblyer, Edwards, & Havriluk, 2000; Schrum, 1999). As teacher educators, we must recognize teacher candidates as the first students whose needs must be addressed during technology training.

Teacher candidates are often required to enroll in technology courses that provide them with the knowledge and skills to utilize technology in the classroom (Bober, 2003; NCATE, 2001). However, few programs adequately prepare their graduates to use educational technologies effectively enough to develop technology-rich lessons. As a result, most teacher candidates have very little insight into how to integrate technology into their curriculum (Recesso, Wiles, Venn, Campbell, & Padilla, 2002). Teacher candidates must identify student needs, then plan, implement, and assess instruction using technology and other resources rather than learning and teaching technology for the sake of technology.

Most teacher candidates have little experience integrating technology into students’ learning processes and typically do not have models on which to build their own visions of an integrated classroom (Beichner, 1993; Cifuentes, 1997; Kerr, 1996; Morehead & LaBeau; Schrum, 1999; Strudler & Wetzel, 1999). Teacher preparation programs must offer classroom experiences that model appropriate and effective uses of technology within a standards-based curriculum directly related to the classroom environment. Many critics have argued that successful use of technology in schools may depend on how well schools of education model technology, provide opportunities for practice and reflection, and prepare teachers to apply technology in their own classrooms (Kent & McNergney, 1999; Pellegrino & Altman, 1997).

Technology use often exists in isolation of the three R’s in schools and often falls into categories such as rewards, “specials,” or electives. Similarly, Environmental Education (EE) has not found a permanent place in the school curriculum. Many schools do not have an EE curriculum or delivery method (Ramsey, Hungerford, & Volk, 1992). Often classroom teachers view EE as the science teacher's responsibility even though EE incorporates math, language arts, social studies, and communication skills. There are many outstanding environmental education curricula that are interdisciplinary and aligned to state and national standards, however, most of the environmental education curricula, such as Project Learning Tree, Project WILD, or Project WET, lack the integration of technologies into the individual lessons or activities.

• introduction
• the training model
• plt workshop structure
• the early results
• the new course
• conclusion
• references
• print version