Abstract
Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K–12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. This paper also provides a much needed categorization system that enables teacher educators to explore matters related to various types of school-university collaborations as well as acts as a catalyst for conversation and a tool for developing collaboration models that work in a local context.
Published Version
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