A Model for Integrating Technology into Teacher Education: One College’s Journey

While it is not unusual to find a technology course in education programs across the United States, it is far less common to find an education program that has integrated technology into every aspect of that program. This is what is unique about Hope College’s Education Program. Over the past 10 years, a model for infusing technology into all aspects of the teacher education program has evolved. Mehlinger and Powers (2002), believe in “the need for a model that brings together technology standards, other teaching standards, and the teacher education program ” (p.116). The Hope College Technology Integration Model does just that. A small liberal arts college located in Holland, Michigan, Hope has an enrollment of around 3,000 students. Approximately 150 students graduate each year with teaching certificates. Teacher certification is offered at both the elementary and secondary level, and each graduate must meet all requirements of the integration model. Over the past decade, technology has become an integral part of teaching and learning for both students and professors. It is no longer intentional; it is automatic. The International Society for Technology in Education (ISTE) first guided the way and provided the framework for the integration model through their Foundation Standards. In 2000, this integration model was aligned to meet the National Educational Technology Standards for Teach-ers (NETS*T; ISTE, 2000). This article shares the 10-year effort toward th