Technology in Teacher Education (original) (raw)
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Information technology in teacher education: A closer look
PROCEEDINGS OF THE NATIONAL EDUCATIONAL …, 2000
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.
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.
The Infusion of Technology into Teacher Education Programs
STEM Education: Concepts, Methodologies, Tools, and Applications
In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.
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.
2001
This study measured the level of implementation of computers and other technologies within teacher education method courses and noted how much computers were being utilized for developing problem solving abilities that could be used in the K-12 classroom curriculum. Surveys of Arkansas teacher educators from colleges affiliated with the National Council for the Accreditation of Teacher Education (NCATE) examined: demographics; personal use of computers and related devices; compliance with NCATE and International Society for Technology in Education (ISTE) recommendations for teacher educators to be knowledgeable about current practice related to the use of computers and technology and integrate them into their teaching and scholarship; and use of technology for realistic problem solving experiences. Results indicated that four respondent characteristics showed significant relationships with knowledge level and use (familiarity with ISTE competencies, age, rank, and tenured position). Survey responses suggested that methods instructors were using the Internet and World Wide Web for student assignments involving information access, email for communication, and word processed documents for class assignments. They were not using databased or spreadsheet applications for class assignments that would require higher order thinking and problem solving skills. (Contains 47 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Implications for Change in Teacher Education Strategies Offered by the New Information Technologies
1992
The introduction of computers into classrooms is one of the latest examples of educational innovation. It has been well established in the literature and in practice almost everywhere that teachers need to be actively involved in the development of teaching materials and aids needed to bring about educational computing in order to acquire a sense of ownership of the technology. If the use of computers is to be implemented successfully and to be sustained, teachers have to work out and develop their own sense of meaning in relation to the technology. They have to enjoy the same processes that are experienced by the students they are teaching. In order to build a successful teacher/student relationship, teacher training workshops aim to achieve either the confidence of teachers in using hardware and software relevant to classroom activities or to enable teachers to use the technology in classrooms to aid them as expert practitioners in their own field of knowledge. A number of case studies are evaluated encompassing national strategies, trends, and situations on the use of computers in the Arab world, in Western Europe, and in North America. (Contains 23 references.) (LL)
Technology In Teacher Education: Possibilities and Practicalities
1998
For a college educator who works with students seeking certification to teach English, supervising student teachers affords the opportunity to visit many schools in any given semester. In Pennsylvania, school districts fund their own schools (with very little state assistance), so there is immense diversity in terms of access to technology. The educator's institution is in a rural area-nearby are Amish/Mennonite communities, Carlisle, a fairly large city which is progressive and competitive, and Chambersburg, another fairly large town in the vicinity of the university. Students in Chambersburg's high school have a small lab of outdated Macs. West Perry School District has an enterprising English teacher who received 25 old IBM PC's, which her students use as if they were cutting edge equipment. Everett, located in the what seems like middle of nowhere, has Internet-accessed computers in the secondary school, with staff development personnel for training and a grant writer for a project to put student portfolios online. The minimum components necessary for success with technology are the technology itself, software, a dedicated tech support staff, regular staff development on practical implementation of the equipment, a clear plan for technology, and vision. Students need readiness skills, motivation to excel using technology, reliable tools with which to work, and a comprehensive integrated curriculum. Staff needs training and practice, resources (stipends, release time), support in terms of tech and curriculum design, and time and access. (NKA)
Technology in Teacher Preparation
Collection IV. RESULTS Data Analysis Findings and Results Research Question 1: What are faculty attitudes about technology integration in one Midwestern university as measured through TPaCK? Research Question 2: To what extent do teacher educators integrate technology into the teacher education courses as measured through TPaCK? Research Question 3: Is there a relationship between faculty attitude and perceived level of technology integration in education courses? Does this change with demographic differences? Qualitative Analysis V. CONCLUSIONS AND RECOMMENDATIONS Summary of Research Discussion of Research Findings Research Question 1: What are faculty attitudes about technology integration in one Midwestern university as measured through TPaCK? Research Question 2: To what extent do teacher educators integrate technology practices into the teacher education courses as measured through TPaCK?