Critical Support Framework for K-12 School and University Technology Partnerships

Abstract

It has been well documented that the successful use of technology in K-12 education improves student achievement. However, both K-12 schools and higher education institutions have not been able to systematically provide preservice and inservice teachers with adequate training and support. This chapter will examine the K-12 school–university partnership literature, and identify critical support elements that are necessary for successful change related to technology both in higher education and the K-12 classrooms. Additionally, we will introduce two characteristics from the NCATE Partnership Standards and how schools and universities can use them to guide relationships and how they approach the school technology reform process.

Citation

Yamagata-Lynch, L.C. and Smaldino, S. (2006), "Critical Support Framework for K-12 School and University Technology Partnerships", Tettegah, S.Y. and Hunter, R.C. (Ed.) Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools (Advances in Educational Administration, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 29-42. https://doi.org/10.1016/S1479-3660(05)08003-0