Faculty-as-Student: Teacher Education Faculty Meaningfully Engaged in a Pre-Service Technology Course

This study looked at a different approach to professional development of higher education faculty. Faculty members were asked to participate in a pre-service technology course. Seventy faculty members accepted the invitation and took the course either during Fall Semester 2001, Winter Semester 2002, or Spring/Summer Terms 2002. Interviews and focus groups were used to determine the impact participation in this technology course had on the faculty members' attitudes toward technology integration in teacher preparation courses as well as their use of technology in their own teacher preparation courses. Our preliminary study found that faculty members are accepting of and will excel in this model of professional development.