Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

K 12 ◽

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

Pre-service Teacher Education in 21st Century: Constructivist Learning Environment Model for Technology Integration to Foster Creative Instructional Design in Teacher Education

International Journal of Learning and Teaching ◽

10.18178/ijlt.5.1.66-70 ◽

2019 ◽

pp. 66-70

Author(s):

Wasant Atisabda ◽

◽

Ophat Kaosaiyaporn ◽

Nisreen Prompalad

Keyword(s):

Teacher Education ◽

Instructional Design ◽

Technology Integration ◽

Learning Environment ◽

21St Century ◽

Constructivist Learning ◽

Constructivist Learning Environment ◽

Environment Model ◽

Technologizing Teaching

Educational Technology, Teacher Knowledge, and Classroom Impact ◽

10.4018/978-1-60960-750-0.ch010 ◽

2012 ◽

pp. 228-250 ◽

Cited By ~ 2

Author(s):

Joseph M. Piro ◽

Nancy Marksbury

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Learning Activity ◽

Instructional Media ◽

Technology Instruction ◽

The World ◽

K 12 ◽

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

Pre-Service Teacher Education and Technology Integration amid COVID-19 Pandemic in Colleges of Education

International Journal of Research and Innovation in Social Science ◽

10.47772/ijriss.2021.5115 ◽

2021 ◽

Vol 05 (01) ◽

pp. 336-341

Author(s):

Dr. Aina, Jacob Kola ◽

Ayodele Michael Olu ◽

Aremu Rauf Adekunle

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Colleges Of Education ◽

Education And Technology ◽

Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education

TechTrends ◽

10.1007/s11528-015-0016-1 ◽

2016 ◽

Vol 60 (1) ◽

pp. 48-55 ◽

Cited By ~ 6

Author(s):

Helga Dorner ◽

Swapna Kumar

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Pre Service Teacher ◽

Collaborative Mentoring

Technology-Integrated Project-Based Learning for Pre-Service Teacher Education: A Systematic Literature Review

Open Engineering ◽

10.1515/eng-2020-0069 ◽

2020 ◽

Vol 10 (1) ◽

pp. 620-629

Author(s):

Anis Rahmawati ◽

Nunuk Suryani ◽

Muhammad Akhyar ◽

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Literature Review ◽

Learning Process ◽

Project Based Learning ◽

Influential Factor ◽

Integration Of Technology ◽

Literature Reviews ◽

AbstractAn alignment between technology and teachers is required to attain a successful integration of technology in the learning process. This alignment should be started at the teacher training program. This article outlines how the literature points toward Project-Based Learning (PBL) with technology integration in pre-service teacher education. The literature review focuses on describing how technology integrated with project-based learning along with the investigation of what influencing the successfulness on PBL’s implementation by integration of technology. The five steps on Systematic literature reviews (SLR) are chosen as a systematic approach for reviewing the literature. Based on the defined inclusion and exclusion criteria, 16 technology integration in PBL studies published between January 2015 and July 2019 was remained and selected to be investigated further. Analysis of the selected studies revealed that the most popular technology integrated with PBL was social media, following by a learning management system. The teacher’s ability to give guidance during the learning process is the most influential factor for the success of technology integration in PBL.