Finding Spaces: Teacher Education Technology Competencies (TETCs) (original) (raw)
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Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, we present a model for technological change driven by the notion of situated practice and communities of discourse in our school of education. In addition, we describe a critical framework for facilitating discourse among our teacher education faculty from which understandings of why, when, and how to use technology emerged.
Beginning With a Baseline: Insuring Productive Technology Integration in Teacher Education
2006
If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards , then teacher education programs must begin developing strategies to assess technology competencies of beginning college students. Colleges must then move beyond these assessments to providing student support for achieving technological competencies. With this type of foundation, teacher preparation programs will then be able to provide students with experiences that nurture powerful technology integration in P-12 settings. This article presents one college's efforts in developing and implementing a mandatory technology skills assessment for beginning teacher education students. A sample of the assessment is provided, as well as scoring checklists, a description of the resources that support student mastery of these skills, and the procedures for administering the assessment, and recording results. The context of continued technology integration in coursework and field experiences is emphasized.
Integrating Technology into Teacher Education: A Critical Framework for Implementing Reform
Journal of Teacher Education, 2005
Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, we present a model for technological change driven by the notion of situated practice and communities of discourse in our school of education. In addition, we describe a critical framework for facilitating discourse among our teacher education faculty from which understandings of why, when, and how to use technology emerged. Several cases of situated practice are discussed with particular attention to how an understanding of meaningful technology use was negotiated through interactions between faculty and graduate students. Implicit in our model for technological change is a strategy for sustainability. This is elaborated as we discuss our results and further directions for our work.
Integrating Technology into Teacher Education
Journal of Teacher Education, 2005
Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology “meaningfully” in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by the notion of situated practice and communities of discourse in their school of education. They also describe a critical framework for facilitating discourse among teacher education faculty from which understandings of why, when, and how to use technology emerged. Several cases of situated practice are discussed with particular attention to how an understanding of meaningful technology use was negotiated through interactions between faculty and graduate students. Implicit in this model for technological change is a strategy for sustainabilit...
Integrating Instructional Technology into a Teacher Education Program: A Three-Tiered Approach
Ailacte Journal, 2013
This project description examines how a teacher education program integrated new instructional technology through the creation of a Technology Facilitator position in the department. The project proceeded through a three-tiered system of learning literacy to establish a knowledge base amongst faculty members, augmenting required courses to model the use of instructional technology, and finally the transformation of the credential program where the activity of learning can only be accomplished through leveraging technology. As a professional program housed in a liberal arts institution, this project combines aspects of the essential learning outcomes of the 21 st century with the professional skills required of K-12 teachers. Also included are initial data results from student and faculty pre-and post-surveys, observations of students using new technologies in the field, and implications for similar institutions in the implementation of a three-tiered approach to technology integration through the guidance of a Technology Facilitator.
2017
Preservice teachers should be better prepared to teach with technology from day one when they enter the profession (U.S. Department of Education, Office of Educational Technology, 2017). Teacher preparation curricula along with teacher educators’ use of technology for teaching and learning, impact preservice teachers’ use of technology in future practice. Yet, there is no cohesive set of technology competencies to guide teacher educators in developing their own knowledge, skills and attitudes around technology when working with preservice teachers. This article discusses the development of a common set of technology competencies that will guide teacher educators in teaching with and about technology. -2336SITE 2017 Austin, TX, United States, March 5-9, 2017
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...
The teacher technology integration experience: Practice and reflection in the classroom
Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially , to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, "What technology do teachers use and how do they use that technology to facilitate student learning?" K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as Power-Point. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers' daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example , teachers with student-centric technology activities were supported by student-centric peda-gogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology , and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.
Technology in Teacher Education: A Closer Look
Journal of Computing in Teacher Education, 2014
In 1998, information was collected on 416 schools, colleges, and departments of education in the United States. Respondents-mostly deans and education faculty-were asked to rate their institutions in terms of a variety of indicators of capacity, including course work, technology facilities and support, skills of graduates, and field experience opportunities. The tentative recommendation of the survey was that teacher training institutions should concentrate on increasing integration of technology throughout their programs through faculty staff development and field experiences rather than on developing additional technology courses. In 1999, a follow-up survey was conducted of those institutions that had above-average ratings on all four factors of technology integration, facilities, field experience, and application skills. Types of responses for each survey item were tallied to identify common themes. Ten tables show the numbers and percentages of respondents providing each type of answer to each question, and the discussion following each table includes excerpts from the narrative responses. Two tables show ratings the respondents gave for the usefulness of various sources of technology training and for technology plans. Responses to the 1999 survey tend to support the theory that infusing technology into teacher preparation requires a comprehensive approach that attempts to balance facilities, faculty professional development, course work, and field experience. (AEF) Reproductions supplied by EDRS are the best that can be made from the original document.