Teachers and Technology

2010 ◽  
Vol 6 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Joseph Blankson ◽  
Jared Keengwe ◽  
Lydia Kyei-Blankson
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Education Technology ◽  
Appropriate Technology ◽  
Teacher Education Programs ◽  
Technology Skills ◽  
Technology In Education ◽  
Technology Competencies ◽  
National Education ◽  
Technology Competency

In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.

Teachers and Technology

2012 ◽  
pp. 43-52 ◽  
Author(s):  
Joseph Blankson ◽  
Lydia Kyei-Blankson ◽  
Jared Keengwe
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Appropriate Technology ◽  
Teacher Education Programs ◽  
Technology Skills ◽  
Technology In Education ◽  
Technology Standards ◽  
Education Programs ◽  
National Education ◽  
Technology Competency

In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.

Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

2017 ◽  
Vol 18 (1) ◽  
pp. 250-270 ◽  
Author(s):  
Esen Uzuntiryaki-Kondakci ◽  
Betül Demirdöğen ◽  
Fatma Nur Akın ◽  
Aysegul Tarkin ◽  
Sevgi Aydın-Günbatar
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Self Regulation ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
Video Recordings

This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

Preservice Teachers' Views of Appropriate Technology

2011 ◽  
pp. 198-215 ◽  
Author(s):  
Drew Polly ◽  
Craig Shepard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Appropriate Technology ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
National Organizations ◽  
Integrate Technology ◽  
K 12

National organizations, federal policy and academic standards all call for technology to be integrated into K-12 classrooms in ways that are likely to influence student achievement. While access to technology is at an all-time high, research on technology use still indicates that teachers do not integrate technology effectively. This chapter focuses on preparing pre-service teachers to integrate technology into their classroom. We present a synthesis of literature on technology in teacher education programs as well as findings from a research study on pre-service teacher’s shifting perceptions of technology integration over approximately a year. Lastly, we provide implications for future research studies regarding the influence of teacher education programs on pre-service teachers’ technology integration development.

scholarly journals DETERMINATION OF THE EDUCATION TECHNOLOGY COMPETENCIES OF SPECIAL EDUCATION TEACHERS

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Yunus Yılmaz ◽  
Havva Aysun Karabulut ◽  
Ahmet Serhat Uçar ◽  
Kadriye Uçar
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education Technology ◽  
The Novel ◽  
Technology Competencies ◽  
Technology Competency ◽  
Significant Difference ◽  
Technological Competencies ◽  
Novel Coronavirus

The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the “Education Technology Competencies Scale for Teachers” and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants’ gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0778/a.php" alt="Hit counter" /></p>

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

scholarly journals Analysis of Understanding The Use of Javanese Language "Krama Inggil" of Preservice Teachers in Primary Teacher Education Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 334
Author(s):  
Ngatman Ngatman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Descriptive Study ◽  
Primary Teacher ◽  
Teacher Education Programs ◽  
Research Subjects ◽  
Education Programs ◽  
Average Value ◽  
Analysis Technique ◽  
Primary Teacher Education

<em>This study aims to analyze the understanding the use of Javanese language "krama inggil" of preservice teachers in primary teacher education programs. This research is a descriptive study of 84 research subjects. The instruments used were description test sheets, questionnaire sheets, and interview sheets. The data analysis technique uses descriptive qualitative. The results of the analysis show that: 1) The average value of understanding the use of Javanese language "krama inggil" was 78; 2) students who are able to communicate using good manners and apply in daily life as much as 38.61%; 3) Some of the difficulties factors of students using Javanese language "krama inggil" include not being accustomed from childhood, parents do not teach Javanese language "krama inggil", preferring to use Indonesian, lacking the motivation to use Javanese language "krama inggil" because it is difficult to pronounce.</em>

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