Teacher Preparation for Educational Technology

2014 ◽

Vol 22 ◽

Cited By ~ 2

Author(s):

Chris T. Shively ◽

Randy Yerrick

Keyword(s):

Educational Technology ◽

Science Education ◽

Teacher Preparation ◽

Science Teachers ◽

Learning Technology ◽

Inquiry Teaching ◽

Field Notes ◽

Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

Handbook of Research on Integrating Digital Technology With Literacy Pedagogies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0246-4.ch017 ◽

2020 ◽

pp. 394-416

Author(s):

Meredith J. C. Swallow ◽

Kathryn Will-Dubyak

Keyword(s):

Preservice Teachers ◽

Educational Technology ◽

Teacher Preparation ◽

Literacy Instruction ◽

Literacy Practices ◽

Learning Opportunities ◽

Teacher Preparation Program ◽

Elementary Student ◽

Instructional Decisions ◽

Integration Of Technology

Two professors in a teacher preparation program purposefully examined their courses for ways in which the learning opportunities in each separate course could be connected to facilitate development of preservice teachers' understandings of purposeful integration of technology within literacy instruction for elementary student learners. Preservice teachers in the courses used their knowledge of children's literature and best practices to create rich learning opportunities before examining them through the lens of the TPACK framework and SAMR model. This process enhanced and transformed preservice teachers' instructional decisions to illuminate educational technology as part of literacy instruction.

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Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Journal of Information Technology Education Research ◽

10.28945/4129 ◽

2018 ◽

Vol 17 ◽

pp. 423-440

Author(s):

Gregory M Francom ◽

Andria L Moon

Keyword(s):

Educational Technology ◽

Teacher Preparation ◽

Technology Use ◽

Teacher Candidates ◽

Outcome Expectations ◽

Lessons Learned ◽

Teacher Preparation Program ◽

Social Outcome ◽

Preparation Program ◽

University Partnership

Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

Journal of Teaching and Learning with Technology ◽

10.14434//jotlt.v7n1.23492 ◽

2018 ◽

Vol 7 (1) ◽

pp. 70-86

Author(s):

Kevin J. Graziano

Keyword(s):

Preservice Teachers ◽

Educational Technology ◽

Teacher Preparation ◽

Teacher Educators ◽

Personal Communication ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Comfort Levels ◽

Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

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Implementing an Online Educational Technology Course in a Teacher Preparation Program

Advances in Educational Marketing, Administration, and Leadership - Technology Leadership in Teacher Education ◽

10.4018/978-1-61520-899-9.ch003 ◽

2010 ◽

pp. 30-44

Author(s):

Heejung An ◽

Hilary Wilder

Keyword(s):

Educational Technology ◽

Technology Integration ◽

Teacher Preparation ◽

Teacher Knowledge ◽

Teacher Educators ◽

Detailed Account ◽

Teacher Preparation Program ◽

Teaching With Technology ◽

Preparation Program ◽

Face To Face

To positively foster teacher knowledge, skills and beliefs regarding technology integration, a teacher preparation program at a university in New Jersey, USA carried out the process of revising a face-to-face technology skill based course into a fully online one in which the focus changed to “teaching with technology.” This chapter provides a detailed account of how the course was revised, and describes the challenges the authors faced. The solutions that came to the fore during this process are also provided. The chapter concludes with recommendations for other teacher educators who might be offering online educational technology courses to candidates of a similar population.

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Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

Journal of Teaching and Learning with Technology ◽

10.14434/jotlt.v7i1.23492 ◽

2018 ◽

Vol 7 (1) ◽

pp. 70-86 ◽

Cited By ~ 2

Author(s):

Kevin J. Graziano

Keyword(s):

Preservice Teachers ◽

Educational Technology ◽

Teacher Preparation ◽

Teacher Educators ◽

Personal Communication ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Comfort Levels ◽

Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

Download Full-text