{'fraction_non_alphanumeric': 0.01768867924528302, 'fraction_numerical': 0.0, 'mean_word_length': 6.3826086956521735, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Providing Links between Technology Integration, Methods Courses, and School-Based Field Experiences

Abstract Field experiences in teacher preparation programs provide a number of substantial benefits for preservice educators. However, finding exemplary classrooms, locating willing teachers, and preparing preservice teachers for the experience makes administering field components very complex. This complexity is multiplied by the need to provide preservice teachers with opportunities to observe and participate in successful technology-enhanced classrooms. This article describes one approach to addressing these concerns, specifically the use of microteaching to supplement more traditional field experiences within a teacher preparation program. A discussion of the context, results, and implications for teacher education are also provided.