Linking Middle Childhood Teacher Candidates to the Authentic Use of Technology in the Classroom

Abstract

Kent State University’s Middle Childhood Education program included WebQuests in the curriculum as a means to integrate technology into a field-based teacher education program. This article includes the perspectives of teacher educators, mentors, teacher candidates, and early adolescent learners with respect to WebQuests. These perspectives indicate that WebQuests overcome some of the typical barriers to including technology education in field experiences; that through the support of colleagues and others, teacher candidates become more confident and proficient in the use of technology; that the professional development of mentors is enhanced; and that early adolescent learners become fully engaged in learning meaningful content.