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Multiple Perspectives on Strengthening the Ability of Teacher Education Programs to Prepare Teacher Candidates to Integrate Technology
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, Arizona State University, United States ; , Drexel University, United States ; , Nevada State College, United States ; , Iowa State University, United States ; , University of Northern Colorado, United States ; , Iowa State University, United States ; , CUNY College of Staten Island, United States ; , George Mason Universitiy, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In the new National Education Technology Plan from U.S. Department of Education Office of Educational Technology, a claim is made that school districts cannot consistently count on teacher educators to help new teachers develop their ability to teach with technology. This panel presentation examines five innovative approaches to addressing this concern: the development of professional identities, teacher educator technology competencies, creativity and transdisciplinary thinking, teacher educator workload when addressing technology in methods courses, and transfer to the field. Panelists will share research findings and implications for teacher education. Attendees will have the opportunity to brainstorm with panelists on how their programs make use of the ideas presented.

Citation

Foulger, T.S., Shah, M., Graziano, K.J., Schmidt-Crawford, D.A., Slykhuis, D.A., Mehta, R., Lyublinskaya, I. & Sprague, D. (2018). Multiple Perspectives on Strengthening the Ability of Teacher Education Programs to Prepare Teacher Candidates to Integrate Technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2041-2046). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2019 from .

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