Beyond Preservice Special Educators: Embedding Assistive Technology Content Throughout a Teacher Education Program of Study

2018 ◽  
Vol 37 (4) ◽  
pp. 228-234 ◽  
Author(s):  
Laura H. King ◽  
Ayla E. Allen
Keyword(s):  
Teacher Education ◽  
Assistive Technology ◽  
Education Program ◽  
Special Educators ◽  
Teacher Education Program ◽  
Education Majors ◽  
Diverse Classrooms ◽  
Program Of Study ◽  
Core Courses ◽  
Program Description

Knowledge and understanding of assistive technology is important for all education majors as they prepare to serve increasingly diverse classrooms. This article provides a program description of how one rural university embedded assistive technology content and skills in both a special education plan of study, as well as in professional core courses for all education majors. The process and model are described for both on-campus and distance education populations. In addition, strengths and challenges of the model are discussed.

Assessment of a Teacher Education Program Based on Student Intern Performance

1985 ◽  
Vol 5 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Paul C. Paese
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Physical Education ◽  
Elementary Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Entry Level

The initial purpose of this study was to assess the differences between five physical education majors and five elementary education majors at the entry level of a teacher education program. Elementary education majors pursue a certification in elementary education (classroom), but must also work on a certification in one other elementary specialization (i.e., physical education, health, reading). An experimental teaching unit (ETU) with pre- and posttests was used to determine student achievement and differences between the two entry level groups in various criterion process variables. Both entry level groups of student interns were also compared to five student teachers in physical education, who were from the same teacher preparation program and had completed the same ETU the previous year. Results indicated that the two entry level groups were fairly equal in overall teaching effectiveness. When the two entry level groups of interns were compared to the student teacher group, it was concluded that the entry level groups were more effective teachers. This conclusion was generated after data analysis indicated a significant difference (P < .05) between groups on student skill gain (pre- to posttest in ETU), management time, activity time, and engaged motor. A restructuring of this teacher preparation program is recommended.

Technology Literacy Issues for Freshmen Education Majors in a Leading Teacher Program

2003 ◽  
pp. 228-237
Author(s):  
David D. Carbonara
Keyword(s):  
Teacher Education ◽  
Instructional Technology ◽  
Preservice Teacher ◽  
Information Literacy ◽  
Education Program ◽  
Teacher Education Program ◽  
Technology Literacy ◽  
Education Majors ◽  
Complex Problems ◽  
Leadership Diversity

In this chapter, the literacy issues of a preservice leading teacher education program are discussed. The leading teacher program is constructed on the foundation of the three major themes of leadership, diversity, and technology. The technology theme ensures that the preservice teacher is cognizant of information literacy issues and instructional technology principles and practices. The student is well-prepared to become a leading teacher in the nation’s schools, where he or she is entrusted to prepare a citizenry that will communicate and collaborate to solve complex problems in the new millennium.

When Does Teacher Licensure Make Sense?

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
J. J. Arias ◽  
Benjamin Scafidi
Keyword(s):  
Teacher Education ◽  
Theoretical Model ◽  
Teacher Quality ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Licensure ◽  
Empirical Literature ◽  
Important Conclusion ◽  
Program Of Study ◽  
Hiring Teachers

Abstract Teacher licensure is a regime where schools are forbidden from hiring teachers who have not completed a program of study in a teacher education program and/or other preparation requirements. This paper specifies a theoretical model of a school hiring teachers who are either traditional—completed a program of study in a teacher education program or alternative—entered teaching through an alternative path. We combine the implications of the theoretical model with the empirical literature on teacher labor markets to reach conclusions about how labor market policies would impact teacher quality. Perhaps the most important conclusion is that it is very likely that a regime of teacher licensure would lower teacher quality and student achievement. The key reason why licensure would lower teacher quality is that licensure fails to make the important distinction between marginal and average quality in hiring decisions.

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