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Edtech Advocacy &
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Introducing Future Educators to Emerging Technologies Through Inquiry

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Listen and learn : Snapshot


Friday, December 4, 12:45–1:30 pm PST (Pacific Standard Time)
Presentation 2 of 2
Other presentations:
Enhancing the Credibility of Special Education Leaders through Micro-credentialing

Jodie Donner  
Dr. Sean Leahy  

Emerging technologies, such as virtual reality, artificial intelligence and the Internet of Things are still enigmatic in teacher preparation programs. Learn how an inquiry project introduces future educators to these technologies through hands-on exploration, research and the creation of a video describing the educational possibilities and implications.

Audience: Teachers, Teacher education/higher ed faculty, Professional developers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Google accounts
Topic: Innovation in higher education
Grade level: Community college/university
ISTE Standards: For Educators:
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Learner
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Analyst
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Additional detail: Session recorded for video-on-demand

Proposal summary

Purpose & objective

As we approach the beginning of the Fourth Industrial Revolution it is imperative for future educators to enter the workforce with the technical skills and mindset to critically analyze new and emerging technologies to empower educators to shape the futures of learning. However, prospective educators must prepare to investigate and teach with these technologies, and understand the potential affordances and constraints these technologies may bring to their classrooms. Participants will discover how to integrate emerging technologies into their teacher preparation courses or programs through an inquiry-based learning project. Some instructors may perceive barriers, or are unsure of how to engage students with these technologies because access may be limited and or difficult. While not all universities or colleges will have access to or support for the latest emergent technologies, instructors can learn how to leverage other resources to provide their students with experiences in exploring next generation educational technologies. Participants will learn why preservice teachers must become familiar with these technologies and why an inquiry model aligns with this objective.

Participants of this presentation will learn the details of the design, implementation, and assessment of an interactive inquiry assignment that was created for first year education students. This assignment was presented to approximately 360 first year students with the task to investigate a variety of emergent technologies in three distinct categories; artificial intelligence (AI), mixed reality (MR), and Internet of Things (IoT) and evaluate their potential impact, on the the futures of learning. Evidence of success will be participants’ understanding of the project, vision for implementing it, or a modified version, in their programs, and the sharing of the project resources with them.

Outline

The audience will receive digital copies of all resources, strategies, and activities related to an inquiry-based project that introduces future educators to emerging technologies. This includes online readings, videos, and podcasts that engage students in developing an understanding of educational technologies, especially emerging technologies. Attendees will also receive the project assignment document to share with students as well as the aligned rubric. The presenters will explain the justification for this project, outline the module components, explain the assignment parameters and goals, and share student projects as exemplars. Presenters will engage the audience with device-based activities to include attendees’ perspectives and insight. This may include a polling application or backchannel.

10 minutes Intro and justification
15 minutes Assignment overview and resource sharing
5 minutes Questions and feedback

Supporting research

Dewey, J. (1956). The child and the curriculum; and The school and society (Combined ed., Phoenix books). Chicago: University of Chicago Press.

Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition. Retrieved from https://www.learntechlib.org/p/171478/

Leahy, S.M., Holland, C., & Ward, F. (2019). The digital frontier: Envisioning future technologies impact on the classroom. Futures, 113, 1-10. https://doi.org/10.1016/j.futures.2019.04.009

Leahy, S. & Mishra, P. (2018). Designing the new generation of computer labs for a college of education. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (1129-1132). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

U. S. Department of Education, Office of Educational Technology (OET). (2016). Advancing educational technology in teacher preparation: Policy brief, Washington, DC. Retrieved from https://tech.ed.gov/teacherprep/

U.S. Department of Education, Office of Educational Technology (OET). (2017). Reimagining the role of technology in education: 2017 national education technology plan update, Washington, D.C. Retrieved from https://tech.ed.gov/netp/

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Presenters

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Jodie Donner, (602) 543-6322
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Dr. Sean Leahy, ASU Mary Lou Fulton Teachers College Office of Scholarship and Innovation

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