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.

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document