NLCs will facilitate learning about content specific use of technology in the subject areas. The participants' work within NLCs constitutes the core activity of the project parallel in small-scale Goodlad's center of pedagogy idea (Goodlad, 1994). As Figure 1 illustrates, Goodlad's contention is that effective interaction regarding teaching improvement calls for engagement among three entities: schools of education, school districts, and colleges of arts and sciences. Certainly, while each of these three participants has its own functions other business to attend to, Goodlad has stressed that each is an essential and equal player in a healthy teacher preparation "ecosystem" (p. 9). More than just a setting, then, the center of pedagogy "brings together simultaneously and integratively the commonly scattered pieces of the teacher education enterprise and embeds them in reflective attention to the art and science of teaching" (p. 10).

Figure 1. The "Networked Learning Circle": a structure for collaboration on technology integration, adapted from Goodlad (1994).

MITTEN creates five NLCs related to students' primary field of study: (a) early childhood, (b) language arts, (c) social studies , (d) math, and (e) science. Each NLC consists of student teachers (4), cooperating teachers from P-12 schools (4), student teaching supervisors (1), educational technology specialists (1), and methods courses faculty (1) and content courses faculty (2) from related schools and colleges. The task of each NLC is to develop and field-test authentic projects in which technology enhances teaching and learning in specific subjects addressing National Educational Technology Standards for Students (NETS*S).