A model of a 1‐year, graduate level content‐specific teacher preparation program is described that integrates learning about and teaching with electronic technologies as an integral component in teaching and learning science and mathematics, grades 3–12. The development of an integrated knowledge structure of science/math, technology, and teaching science/math with technology requires experiences focused on an integration of three important components: planning during the preactive stage, monitoring and regulating during the interactive stage, and assessing and revising in the postactive stage of teaching. The program model features an integration of experiences in incorporating technology in teaching science and math that specifically relate or interconnect their thinking in these three stages of instruction.
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Margaret L. Niess (2001) studied this question.