Integrating Disciplinary Literacy Practices in One-to-One Classrooms

2017 ◽  
pp. 908-933
Author(s):  
Emily L. Freeman ◽  
Alexandra J. Reyes ◽  
Dalila Dragnic-Cindric ◽  
Janice L. Anderson
Keyword(s):  
Technology Integration ◽  
Science Teachers ◽  
Literacy Practices ◽  
Disciplinary Literacy ◽  
Teacher Education Programs ◽  
Science Content ◽  
Literacy Teachers ◽  
Education Programs ◽  
Teacher Instruction ◽  
One To One

This chapter examines the use of disciplinary literacy in elementary and middle grade science classrooms that participated in a one-to-one iPad initiative. Results of teacher instruction in science disciplinary literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. The teachers in this study demonstrated an overreliance on basic and intermediate literacy practices, with a few using emergent disciplinary practices in their science instruction. We look to extend the STEM and technology integration conversation to include disciplinary literacy practices. We conclude with a call for stronger science disciplinary literacy instruction in teacher education programs, as well as greater collaboration among literacy teachers, science teachers, and researchers. We also recommend developing coaching programs that work with teachers to increase the rigor of their science content, implement intermediate and disciplinary literacy practices, and utilize technology in a transformational manner.

Integrating Disciplinary Literacy Practices in One-to-One Classrooms

2017 ◽  
pp. 285-310
Author(s):  
Emily L. Freeman ◽  
Alexandra J. Reyes ◽  
Dalila Dragnic-Cindric ◽  
Janice L. Anderson
Keyword(s):  
Technology Integration ◽  
Science Teachers ◽  
Literacy Practices ◽  
Disciplinary Literacy ◽  
Teacher Education Programs ◽  
Science Content ◽  
Literacy Teachers ◽  
Education Programs ◽  
Teacher Instruction ◽  
One To One

This chapter examines the use of disciplinary literacy in elementary and middle grade science classrooms that participated in a one-to-one iPad initiative. Results of teacher instruction in science disciplinary literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. The teachers in this study demonstrated an overreliance on basic and intermediate literacy practices, with a few using emergent disciplinary practices in their science instruction. We look to extend the STEM and technology integration conversation to include disciplinary literacy practices. We conclude with a call for stronger science disciplinary literacy instruction in teacher education programs, as well as greater collaboration among literacy teachers, science teachers, and researchers. We also recommend developing coaching programs that work with teachers to increase the rigor of their science content, implement intermediate and disciplinary literacy practices, and utilize technology in a transformational manner.

Teachers' Attitudes Towards Technology Integration

TPACK ◽  
2019 ◽  
pp. 32-67
Author(s):  
Zineb Djoub
Keyword(s):  
Technology Integration ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
Attitudes Towards Technology ◽  
Research Findings ◽  
Young Teacher ◽  
Teachers Attitudes ◽  
Pre Service Teacher

As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.

Developing Digital Literacy

2017 ◽  
pp. 670-685
Author(s):  
Carolyn Haviland Obel-Omia
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Literacy Teachers ◽  
Education Programs ◽  
Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

TPACK ◽  
2019 ◽  
pp. 68-95
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

Constructing Preservice Teachers' Knowledge of Technology Integration

2018 ◽  
pp. 7623-7634
Author(s):  
Kathleen A. Paciga ◽  
Angela Fowler ◽  
Mary Quest
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Areas ◽  
Hands On ◽  
New Applications

Technology can be an amazing tool for teachers and teaching, but only when used in developmentally appropriate ways. With nearly 300 new applications being created everyday, it seems like teachers are staring into a technology-filled abyss that grows deeper and wider each minute. Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in developmentally appropriate ways with children by: 1) unpacking what developmentally appropriate practice looks, feels, and sounds like; 2) exploring ways experts like writers or musicians authentically utilize technologies in their areas of expertise; 3) providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm; and 4) requiring preservice teachers to utilize technology in developmentally appropriate ways as they work with children. This chapter provides a theoretical foundation and exemplars-in-practice for each of the aforementioned topics.

Constructing Preservice Teachers' Knowledge of Technology Integration

2019 ◽  
pp. 879-892
Author(s):  
Kathleen A. Paciga ◽  
Angela Fowler ◽  
Mary Quest
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Areas ◽  
Hands On ◽  
New Applications

Technology can be an amazing tool for teachers and teaching, but only when used in developmentally appropriate ways. With nearly 300 new applications being created every day, it seems like teachers are staring into a technology-filled abyss that grows deeper and wider each minute. Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in developmentally appropriate ways with children by 1) unpacking what developmentally appropriate practice looks, feels, and sounds like; 2) exploring ways experts like writers or musicians authentically utilize technologies in their areas of expertise; 3) providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm; and 4) requiring preservice teachers to utilize technology in developmentally appropriate ways as they work with children. This chapter provides a theoretical foundation and exemplars-in-practice for each of the aforementioned topics.

The Cambridge Schools Experience

2017 ◽  
pp. 256-274
Author(s):  
Danielle V. Dennis ◽  
Stephanie M. Branson ◽  
Brian M. Flores ◽  
Allison M. Papke
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Essential Components ◽  
Barriers To Implementation ◽  
The Moment

Clinical field experiences are essential components of teacher education programs. Though largely missing from most teacher education programs, cross-cultural field experiences aid teacher development by broadening their perspectives of diversity, teaching, and learning. This chapter explores the experiences of both preservice and in-service teachers who participated in a four-week intensive field experience in Cambridge, England. The Cambridge Schools Experience (CSE) curriculum emphasizes: 1) noticing and naming literacy practices, 2) deepening understandings of literacy teaching and learning, 3) being responsive in the moment, and 4) being a collaborative educator. Along with findings from the study, we discuss the program structure, as well as barriers to implementation and suggestions for overcoming those barriers to ensure program longevity.

Technology Integration Models for Digital Equity

2018 ◽  
pp. 2144-2161
Author(s):  
Anita Rao Mysore
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity

The purpose of this chapter is to examine the empirical reviews and studies on technology integration models in teacher education programs with a view to bring about digital equity. The chapter informs teacher education programs, researchers, and other stakeholders about evidences and recommendations on research on technology integration models.

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