Technology Integration in Preservice Teacher Education Programs

TPACK ◽  
2019 ◽  
pp. 11-31
Author(s):  
Joan M. Giovannini
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Iste Standards ◽  
Lesson Delivery ◽  
Education Act ◽  
Level Of Understanding

The integration of technology in K-12 education is highlighted in the ISTE Standards, Common Core State Standards Initiative, and Elementary and Secondary Education Act. Preservice teacher education must reevaluate how technology integration is approached, examining preservice teacher attitudes and competencies toward instructional design and technology use. Recent studies indicate that, while preservice teachers demonstrate a high level of understanding of technology tools, they do not integrate those tools naturally into classroom settings for lesson delivery, assessment and classroom management. In a world of rapidly changing technology tools, preservice teacher education must develop an instructional and philosophical approach that identifies challenges and opportunities for technology integration in teaching and learning. This chapter provides an overview of research that explores the integration of educational technology in preservice teacher education. It provides emerging recommendations for design and redesign of those programs.

Technology Integration in Preservice Teacher Education Programs

2017 ◽  
pp. 82-102
Author(s):  
Joan M. Giovannini
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Iste Standards ◽  
Lesson Delivery ◽  
Education Act ◽  
Level Of Understanding

The integration of technology in K-12 education is highlighted in the ISTE Standards, Common Core State Standards Initiative, and Elementary and Secondary Education Act. Preservice teacher education must reevaluate how technology integration is approached, examining preservice teacher attitudes and competencies toward instructional design and technology use. Recent studies indicate that, while preservice teachers demonstrate a high level of understanding of technology tools, they do not integrate those tools naturally into classroom settings for lesson delivery, assessment and classroom management. In a world of rapidly changing technology tools, preservice teacher education must develop an instructional and philosophical approach that identifies challenges and opportunities for technology integration in teaching and learning. This chapter provides an overview of research that explores the integration of educational technology in preservice teacher education. It provides emerging recommendations for design and redesign of those programs.

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

scholarly journals Integrating performance assessments across a PK-20 continuum: A locally developed collaboration

2018 ◽  
Vol 26 ◽  
pp. 14
Author(s):  
Kathryn McCurdy ◽  
Emilie Mitescu Reagan ◽  
Audrey Rogers ◽  
Thomas Schram
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
New Hampshire ◽  
Contextual Factors ◽  
Preservice Teacher Education ◽  
Performance Assessments ◽  
Key Points ◽  
Challenges And Opportunities ◽  
New Challenges

A response to Stosich et al.’s (2018) article reviewing ways in which states have taken up performance assessments, this commentary seeks to extend the focus and use of performance assessments to preservice teacher education. As such, the authors describe statewide initiatives in New Hampshire that are working to integrate performance assessments along a PK – 20 continuum by articulating how Stosich et al.’s key points of educator capacity, context, and assessments for and of learning are developing in one state. This commentary highlights key contextual factors for the lasting implementation of the performance assessments as well as raises critical new challenges and opportunities for understanding this tool as an assessment for and of learning.

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