Editorial: Preparing Teachers for Tomorrow's Technologies (original) (raw)

Preparing Current and Future Teachers to Teach With Technology

Journal of Computing in Teacher Education, 2005

Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K–12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. This paper also provides a much needed categorization system that enables teacher educators to explore matters related...

Building a technology foundation for future teachers

TechTrends, 2000

A faculty member in teacher development presents her perspectives of technology use, requirements, and students' problems. Five of her students give their viewpoint of technology use in their classes and discuss their perspective as future teachers.

Preparing tomorrow's teachers to use technology (PT3) at Boston university through faculty development

Estudios Sobre Educacion, 2003

Preparing Tomorrow's Teachers to use Technology es un proyecto financiado a la School of Education de Boston University por el Ministerio de Educación de los Estados Unidos. El proyecto está centrado en la formación de los profesores universitarios en el uso de la web y herramientas digitales, así como en la reflexión sobre el valor de la tecnología para la preparación de los maestros. Este estudio muestra que la formación en tecnología educativa facilita la producción y el aprendizaje de los profesores. Las recomendaciones ofrecidas son: aprendizaje a través de la acción, ayuda a los profesores de forma inmediata por parte de expertos, centrarse en las ventajas pedagógicas de la tecnología y no en la tecnología en sí misma, y emplear evaluación formativa para guiar la planificación. Este proyecto muestra el desarrollo de nuevas habilidades de los profesores en el desarrollo de material basado en la web.

Equipping the next Generation of Teachers: Technology Preparation and Practice

Journal of Digital Learning in Teacher Education, 2010

Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyzed data obtained from an online questionnaire, interviews, and artifacts to understand the differences among programs in regard to technology experiences. Eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs. This article also discusses limitations of the study and areas of future research.

From faculty development to curriculum development: Assessing the Boston University PT3 program for preparing tomorrow’s teachers to use technology

2004

Introduction The U. S. Department of Education project “Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge” started in 1996 with the aim of preparing public schools and teachers to use educational technology at the beginning of the 21st Century. This project was based on four cornerstones (hardware, software, connectivity and training teachers). Many reports have evaluated this project, emphasizing the following points: access to technology in public schools, use of educational technology by teachers, and use of educational technology at Schools of Education [CEO (1997, 1999, 2000a, 2000b, 2001), OTA (1995), NCTAF (1996), NCATE (1997), ACE (1999), WBC (2000), NCES (2000) y NCREL (2001)]. Most reports conclude that schools have hardware, software and connectivity to Internet but teachers are not well prepared to use educational technology (Lara, 2003). This fact, plus Hussar’s estimation that the U.S. will need 2,5 million new teacher...

Breaking the log-jam: Teaching the teachers about technology

feature 058 EDUCATION TECHNOLOGY SOLUTIONS Nextstep 058 EDUCATION TECHNOLOGY SOLUTIONS Like logs in a metaphoric lumber mill, educational technologies are streaming in faster than they can be gathered and processed. There are wikis, blogs, podcasts, social networks and a host of applications to complement the already robust world of mobile learning. Where things tend to get jammed-up is at the point of training. Someone needs to show teachers how and when to use these new e-learning tools. More and more schools and universities are hiring dedicated educators to provide professional development in the pedagogical use of educational technologies. However, just offering the professional development isn't enough. Teachers have to actively participate in the professional development and infuse the resulting knowledge, skills and attributes into their pedagogical approach.

Teachers and Technology: Present Practice and Future Directions

Contemporary Issues in Technology and Teacher Education Journal, 2018

Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the classroom is increasing, improving learning through its application should remain the goal. In this study, the authors explored 74 middle school teachers’ beliefs about and use of technology through a technology, pedagogy, and content knowledge (TPACK) lens. They sought to understand how middle school teachers use and perceive technology in practice and the factors influencing their pedagogical decisions to incorporate technology into their practice. Data included surveys, administered after a science, technology, engineering, and mathematics (STEM) outreach program and teacher interviews. Findings revealed that both internal and external barriers were present and influenced how teachers situated their pedagogy in terms of technology integration. It was also found that teachers were confi...