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In this chapter, we discuss how to use technology to enhance teacher education through the discussion of teacher education programs at two Maryland universities. University of Maryland University College, a public university, was founded to address the needs of the military overseas following the end of World War II, as an offshoot of the University of Maryland College Park. It has become the largest primarily online public, not for profit, university in the United States. Its Master of Arts in teaching program was reinstituted in 2009, after a several year hiatus. The second university, Bowie State University (BSU), is a more traditional, historically black university (HBCU) founded as a teacher education institution in the 1800s and has been training teachers ever since. Both institutions of higher education are part of the University System of Maryland and the teacher education programs are certified by the Maryland State Department of Education (MSDE). These two universities were selected to highlight how different types of universities are implementing technology into their teacher education programs. The distinction illustrates a fully online teacher education program and a fully face-to-face teacher education program and the nuances between the two. These distinctions offer a broader view of how technology is used to enhance teacher education and to offer equal opportunity to students who want to become teachers. The chapter focuses on the uses of technology for the instruction of teacher candidates’ field experiences and internships. Technology enhancements provided in teacher preparation courses for student academic instruction and university faculty and school personnel training in the use of technology and Web 2.0 tools are discussed.

The purpose of this paper is to investigate entrepreneurial competencies of students in practicums within departments of electrical engineering and computer sciences (EECS) in universities of technology. In total, 71 faculty members who advised in entrepreneurial competitions in universities of technology were participants in the questionnaire survey to find the entrepreneurial competencies during practicums of the EECS students.

Analysis was carried out based on the literatures related to off-campus internship in universities of technology and entrepreneurship competency. Then, through the questionnaire survey, the authors can understand what the entrepreneurial abilities should have when they after off-campus internships. The entrepreneurship competency expected of off-campus internship students within EECS was analyzed to derive at the important conclusion in this study.

As the results of this study, the authors found that entrepreneurial processes, entrepreneurial traits/behaviors, communications and interpersonal skills, and digital skills are the entrepreneurial competencies that are emphasized during practicums.

The paper suggests that, first, the EECS students take up innovative entrepreneurship programs and take electives such as marketing management, financial management, and related business administration courses. Second, respective universities of technology and internship organizations may co-arrange the incorporation of project-based learning (PBL), PBL into the internship work content. Third, establishing a platform that bridges communication for off-campus internship students.

The purpose of this paper is to investigate how using an entrepreneurial learning approach for assessment of internships could increase the reflected value of combining theory and practice articulated in students’ learning outcomes. Furthermore, the purpose was to investigate whether the applied approach led to enhanced perception of professional identity and new understandings of employability for students in the internship course.

A qualitative research design was the basis for investigation of the topics in focus. The data consisted of five focus groups, observation notes, and documentation from the exam situations. Two consecutive groups of students (2015 and 2016) participated in the study at a university of applied science in Denmark.

Results from the study provided evidence that students in internships collectively develop a comprehensive understanding of how to apply theory to practical settings. By working with an entrepreneurial learning approach in the professional practice, students reported an enhanced reflective understanding of learning outcomes and the theory-practice gap, developed an ability for opportunity identification, and established a grounded feeling of professional identity and employability.

The current pilot project serves as a full and context-rich case study that can inform educators about formative and summative assessment practices when designing internships courses. Furthermore, internship supervisors can get valuable insight into learning processes during an internship.

The suggested model for an entrepreneurial learning approach to assessment of internships provides a basis for further research within entrepreneurial learning and the application to design of assessment practices in this context.

The development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments.

This study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning.

The results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values.

This study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program.

This study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.

Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.

This study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.

The results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.

This tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.

The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for four-year IT programs.

The researchers text mined specified skills from 86 internship postings and compared them to the competencies outlined in the ACM/IEEE Body of Knowledge.

Results indicated that students can expect to gain experience and exposure to both technical and general competencies. Though research and policy relating to technical fields have emphasized professional competencies such as teamwork, communication, and professionalism, this analysis suggested that the internship postings greatly emphasized technical skills at the expense of general competencies.

The most frequently occurring competencies suggest future research opportunities for considering contextual factors of internship sites. The researchers conclude with implications for using text mining as a tool for comparing internship intent vs outcomes as well as suggestions for policies, standards, and curricula worthy of further exploration.

Employers, educators, and professionals agree that internships offer a promising means to link course content and practical workplace skills, especially in technical fields like IT. However, less clear are the ingredients of effective IT internships.

The perspectives of industry instructors from a case enterprise were adopted to analyze various contexts of internship implementation and to examine feasible strategies for incorporating internships in the human resource development process.

A Taiwanese enterprise stationed in China was selected for case study. This study focused on the 2019 summer internship program. Interviews were conducted with 23 industry instructors.

(1) Units should effectively employ interns by guiding them to learn by doing tasks. (2) Provide training and assign personal industry instructors to guide interns in learning by doing, thereby establishing workplace relationships in advance. (3) High-level leaders and senior managers must pay close attention to internship results and inspire industry instructors and interns to perform internship tasks. (4) Managers of internship units must participate in interviews to select potential employees that satisfy unit requirements. (5) Opportunities for university teachers to interact with enterprises and recommend interested students who learn knowledge, skills, abilities and other characteristics (KSAOs) that fulfill enterprise requirements should be increased.

Enterprises must systematically plan internship tasks, recruitment and selection, as well as practices and reports if they wish to employ interns as potential human resource.

This study used the practical perspectives of industry instructors to establish the contexts and strategies of intern training for human resource development. The results of this study are expected to provide a reference for enterprises in planning internship workplaces and increase their willingness to employ interns.

This article explains how business internships can be used to develop innovation skills in undergraduates.

Using work-integrated learning and current literature on innovation, this article proposes a theoretical framework to design, implement, and measure outcomes of Innovation-Focused Internships (IFIs). The article also uses an illustrative case study from an Australian university to discuss practical use of this framework.

The theoretical framework illustrates that stakeholders (i.e., students, industry, and university) need a common goal. Factors associated with managing innovation and student placements are key features of the framework. The illustrative case study demonstrates ways in which students gather both professional work experience and innovative skills.

The illustrative case study outlines practical strategies and challenges in IFI programs. Managing innovation-related challenges requires adjustments from all the stakeholders.

This article modifies the existing stakeholder interdependency model of work-integrated learning by combining it with innovation-related literature. The novel insights from the IFI program demonstrate how factors associated with students, industry, and university, and associations between these key stakeholders shape and determine IFI success.

Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met.

Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience.

Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework.

Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade levels.