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'Wait, What Just Happened?' Training Teachers for Pandemic Teaching

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Participate and share : Poster

Spencer Kiper  
Dr. Cynthia Vavasseur  

We must emphasize why we need technology before training preservice teachers to utilize technology. Four key areas will be addressed: technology for collaboration, tech for assessment, tech for STEM and tech for presenting new material. After determining why, hear about best-practice tech tools for each area.

Audience: Coaches, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Innovation in higher education
ISTE Standards: For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Facilitator
  • Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
Analyst
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

In the wake of the COVID-19 global pandemic, educators at every level are left evaluating the access, integration, and implementation of educational technology. This includes school systems and higher education institutions as well. The question that teacher preparation program providers are now asking : what shifts need to be made to our training of future educators in order to better prepare them for a very new challenging set of educational technology-related circumstances?

In this session, participants will glean what tech-based tools were considered "tried-and-true" applications by educators and technologists who successfully navigated the educational technology pitfalls of the COVID-19 global pandemic. These tools are categorized by their impact in certain domains including but not limited to technology that facilitated optimal instructional presenting, student and/or teacher collaboration, assessment tools and practices, and STEM education.

Through thoughtful analysis and reflection on the application of tools such as Google Apps for Education, native Apple apps, Zoom, Adobe Spark, and other applications, participants will gain a unique, first-hand perspective on how these tools were implemented in best practice by novice and pre-service educators. Engaging visuals, inforgraphics, and data-driven displays will help illustrate what programmatic modifications teacher preparation program providers might make in order to better prepare future educators for the post-pandemic educational landscape.

Supporting research

Mitchell, Chrystine Mitchell, Fredrich, Laurie, & Appleget, Carin (2018) Preservice
teachers’ blogging: collaboration across universities for meaningful technology integration, Teaching Education, DOI: 10.1080/10476210.2018.1486815

Ditzler, C., Hong, E., & Strudler, N. (2016). How Tablets Are Utilized in the Classroom. Journal
of Research on Technology in Education, 48(3), 181-193.

Harper, B., & Milman, N. B. (2016). One-to-One Technology in K-12 Classrooms: A Review of
the Literature from 2004 through 2014. Journal of Research on Technology in Education,
48(2), 129-142.

Harris, J. L., Al-Bataineh, M. T., & Al-Bataineh, A. (2016). One to One Technology and Its
Effect on Student Academic Achievement and Motivation. Contemporary Educational Technology, 7(4), 368-381.

Howell, Dusti, Tseng, Daphne, Colorado-Resa Jozenia (2017)Fast Assessments with
Digital Tools Using Multiple-Choice Questions, College Teaching, 65:3, 145-147,
DOI: 10.1080/87567555.2017.1291489

Martin, Wendy ,Strother, Scott, ,Beglau, Monica, Bates, Lauren, Reitzes, Timothy, &
Culp, Katherine (2010) Connecting Instructional Technology Professional
Development to Teacher and Student Outcomes, Journal of Research on
Technology in Education, 43:1, 53-74, DOI: 10.1080/15391523.2010.10782561

Penuel, W. R. (2006). Implementation and Effects of One-to-One Computing Initiatives: A
Research Synthesis. Journal of Research on Technology in Education, 38(3), 329-348.

Stanhope, D. S., & Corn, J. O. (2014). Acquiring Teacher Commitment to 1:1 Initiatives: The
Role of the Technology Facilitator. Journal of Research on Technology in Education, 46(3), 252-276.

Stephens, Keri, & Pantoja, Gabriel (2016) Mobile devices in the classroom: learning
motivations predict specific types of multicommunicating
behaviors,Communication Education, 65:4, 463-479, DOI: 10.1080/03634523.2016.1164876

Storz, M. G., & Hoffman, A. R. (2013). Examining Response to a One-to-One Computer
Initiative: Student and Teacher Voices. RMLE Online: Research in Middle-Level Education, 36(6),

More [+]

Presenters

Photo
Spencer Kiper, Caddo Parish Public Schools
ISTE Certified Educator

Spencer Kiper is an Instructional Technologist for Caddo Parish Public Schools and Adjunct Instructor at Louisiana State University in Shreveport. Spencer’s passion for building capacity in other educators drives his work in the areas of educational technology, STEM education, and globally-conscious practice. Spencer is a Henry Ford Innovator Award recipient and served as the 2019 Louisiana State Teacher of the Year.

Photo
Dr. Cynthia Vavasseur, Nicholls State University
ISTE Certified Educator

Cindy Vavasseur (Dr. V) is a Professor of Educational Technology and the Program Chair for Master of Educational Technology Leadership at Nicholls State University. Nicholls is an ISTE Certification Provider and the first University to gain this distinction on first submission. Dr. Vavasseur is also the 2021 ISTE Teacher Education Network Award winner for Excellence in Teacher Education.

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