Educational Technology and the Curriculum of Teacher-Education

1977 ◽  
Vol 8 (1) ◽  
pp. 5-10 ◽  
Author(s):  
K G Collier
Keyword(s):  
Teacher Education ◽  
Educational Technology

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

2018 ◽  
pp. 140-160
Author(s):  
Geoff Lawrence
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Resistance

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

Fostering Educational Technology Integration in Science Teacher Education

2010 ◽  
pp. 245-257
Author(s):  
Brenda M. Capobianco ◽  
James D. Lehman
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Identity Development ◽  
Science Teacher ◽  
Science Teaching ◽  
Science Teacher Education ◽  
Methods Course ◽  
Educational Technologies ◽  
Content Coverage ◽  
Problems Of Practice

This chapter describes one science teacher educator’s attempts to integrate various educational technologies in an elementary science methods course, her students’ responses to her attempts, and the tensions that emerged. The science teacher educator employed teacher action research as a means of systematic, reflective inquiry to examine critically how preservice elementary school science teachers think about, use, and reflect on educational technologies and how their developing professional identities intersect with adoption of these technologies. Tensions emerged from a dichotomy between what methods students perceived as “traditional” science teaching and science teaching using technology. Resulting problems of practice included: expertise in/with science and negotiating a new curriculum, control in the classroom, content coverage, and support and sense of community. The authors conclude their chapter with implications and recommendations for future research related to the significant role educational technology can play in science teacher education and science teacher identity development.

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

2011 ◽  
pp. 2565-2577
Author(s):  
Mike Keppell
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Early Childhood ◽  
Physical Education ◽  
Inclusive Education ◽  
Real World ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Technology Project

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

scholarly journals Revolution in Teacher Education for Reading Instruction

1972 ◽  
Vol 5 (4) ◽  
pp. 259-265
Author(s):  
Wallace Ramsey
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Reading Instruction ◽  
Classroom Practices ◽  
Rapid Change ◽  
Professional Organizations ◽  
Background Information ◽  
Use Of Self ◽  
Reading Methods ◽  
Technology Professional

Teacher education for reading instruction is undergoing rapid change in response to several professional pressures. The focus is fast shifting to competency attainment. Programs are becoming individualized through the use of self-contained modules utilizing educational technology. Professional organizations, like I.R.A., are facilitating the changes. Useful modules provide objectives and background information, the latter through audio and videotapes and readings. Examination of teaching materials, observation of classroom practices, simulation, and microteaching are also used. Mastery tests of a performance nature evaluate student progress. The new programs are changing the facilities and equipment needed, as well as the task of the reading methods professor. They demand that he bring to his duties a new set of background experiences and expectations for his students.

Research of Teacher Education Technology Capacity and Training Modes

2014 ◽  
Vol 635-637 ◽  
pp. 2063-2066
Author(s):  
Bo Li
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Online Education ◽  
Complex Method ◽  
School Teachers ◽  
School Based ◽  
Training Mode ◽  
Remote Training ◽  
The Hierarchical Structure ◽  
And Training

This article first defines the meaning of educational technology and the ability of educational technology is divided into five levels, and the hierarchical structure of a rational argument; then to primary and secondary schools in the region for the sample of students and teachers conducted a survey to find out the ability of educational technology in the school and their teachers feedback on the training focuses on the training mode, this proposed training program for school teachers. Discussion on the training mode, the paper proposes a "complex method" training mode from the macro, in the form of centralized training and school-based training combined with training and noted that currently favored by teachers is still focused on face-linear form of training, but with the development of technological capabilities to improve teacher education and online education, the paper forecasts the network remote training will become a mainstream mode of training.

scholarly journals The First EdTech Winter School: Methodological Contributions for Digital Inclusion with Ascending Pedagogical Sense

2018 ◽  
Vol 11 (1) ◽  
pp. 83
Author(s):  
Alejo González López Ledesma ◽  
Luicina Ferrante ◽  
Serrana Muniz
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Teacher Training ◽  
Three Dimensional ◽  
Digital Inclusion ◽  
Dimensional Approach ◽  
New Horizons ◽  
Emerging Trends ◽  
Winter School ◽  
Regional Projects

This review presents the First EdTech Winter School: “Emerging trends and new horizons in the study of education and technology”, organized by Fundación Ceibal in 2017, and its contributions to the conceptualization of teacher training in Argentina and Uruguay. In this three-dimensional approach, the characteristics of teacher education in these countries are first described. Next, the provocation methodology, presented at the event by one of the invited researchers, is discussed and explained in detail. Finally, the possibilities and challenges that this methodology offers for the regional projects of educational technology inclusion are outlined.

International Teacher Education Network

2021 ◽  
pp. 1-19
Author(s):  
M. Dolores Ramírez-Verdugo
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Social Sustainability ◽  
Transmedia Storytelling ◽  
Teachers And Students ◽  
Education Network ◽  
K 12 ◽  
The Impact ◽  
International Teacher

This chapter presents an overview of the design and development of a research project aimed at setting the foundation of an international teacher education network to enhance teacher education from a transversal and interdisciplinary perspective. The network partnership explores the impact of applied educational technology, including digital and transmedia storytelling or augmented reality, to upgrade teacher education. This approach provides tailored training to equip lecturers, teacher trainers, pre- and in-service K-12 teachers, and students with specific competencies, skills, and strategies in instruction and assessment. This training also intends to raise their awareness of educational, social, sustainability, and environmental challenges. Within this framework, educational technology, language, and narrative genres become the articulatory axis of teaching and learning within bilingual and intercultural education contexts. This chapter also serves to define the scope and rationale for the edited volume.

Active Learning, Deliberate Practice, and Educational Technology in Professional Education

2015 ◽  
pp. 177-201 ◽  
Author(s):  
Heeyoung Han ◽  
Seung Hyun Han ◽  
Doo Hun Lim ◽  
Seung Won Yoon
Keyword(s):  
Teacher Education ◽  
Medical Education ◽  
Educational Technology ◽  
Active Learning ◽  
Music Education ◽  
Professional Education ◽  
Deliberate Practice ◽  
Life Long Learning ◽  
Technological Integration ◽  
Pedagogical Approaches

This chapter is an interdisciplinary literature review on pedagogical approaches and technological integration processes to facilitating active learning and deliberate practice toward expertise in professional education. The review covers selective domains that emphasize life-long learning, including teacher education, professional music education, athletic education, and medical education. The authors' review finds that concepts and principles of active learning are recognized in all of them and technology is frequently implemented to facilitate the process of active learning, but systematic and system-wide processes for incorporating active learning with deliberate practice are lacking, especially at the institution or curriculum level. To fill the gap, the authors discuss how the selected instructional design or established performance improvement processes in the educational technology literature can be applied.

scholarly journals Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Chrystalla Mouza ◽  
Hui Yang ◽  
Yi-Cheng Pan ◽  
Sule Yilmaz Ozden ◽  
Lori Pollock
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Student Outcomes ◽  
Case Reports ◽  
Computational Thinking ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Technology Course

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such knowledge can be combined with content and pedagogy to promote meaningful student outcomes. Data were collected from a self-reported survey and case reports focusing on the design, implementation, and outcomes of computational thinking related lessons in K-8 classrooms. Results indicated that the course positively influenced pre-service teachers’ knowledge of computational thinking concepts, tools, and practices. Yet, some participants demonstrated only surface understanding of computational thinking and were unable to design lessons that meaningfully integrated computational thinking concepts and tools with disciplinary content and pedagogy. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers develop technological pedagogical content knowledge in relation to computational thinking concepts and practices. 

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