Beyond COVID: Preparing Preservice Teachers to Integrate Technology Now and Post-Pandemic

Purpose & objective

The purpose of this session is to share lessons learned from the process of redesigning an instructional technology course to ensure preservice teachers are prepared to use technology effectively in virtual, hybrid, and face-to-face instructional formats. We believe this session will be beneficial for other teacher educators as we hope to engage in a discussion of what other programs are doing to be prepare their candidates. We also believe this session would be beneficial for instructional technology facilitators and PD providers working to support early career educators and those who are new to building flexible, technology-enhanced instruction in K-12 spaces.

Participants will...
1. Examine how the ISTE Standards for Educators can inform course/PD development
2. Identify strategies for introducing instructional design principles to teachers
3. Discuss best practices for supporting preservice and active educators in designing and facilitating technology-enhanced instruction in virtual, hybrid, and face-to-face settings.

Outline

5 min - Introduction - The presenters will introduce themselves and share the context in which they redesigned the Integrating Technology & Teaching course
10 min - The presenters will engage participants in a discussion of the ISTE Standards for Educators using Mentimeter as a back channel. We will ask participants how they are currently using the ISTE Standards to guide course development/PD for educators and engage in discussion around participant input.
30 min - The presenters will provide examples of how they redesigning the Integrating Technology & Teaching course to model online and hybrid instructional design for students and provide opportunities for preservice teachers to practice these critical instructional design skills. Student work samples and reflections will be shared. We will continue to employ Mentimeter as a Q&A backchannel to gain audience feedback and questions. While we have selected the lecture format, we hope to create a conversational tone during this presentation of ideas, examples, and lessons learned.
5 min - Closing - We will conclude with time for final thoughts, participant reflections, and questions.

Supporting research

Buss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015). Preparing teachers to integrate
technology into K-12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Journal of Digital Learning in Teacher Education, 31(4), 160-172. doi:10.1080/21532974.2015.1055012
Clark, R. C. & Mayer, R. E. (2016). E-learning and the science of instruction. Hoboken, NJ:
Wiley.
Hsu, P. (2016). Examining current beliefs, practices, and barriers about technology integration: A case study. TechTrends, 60(1), 30-40. doi:10.1007/s11528-015-0014-3
International Society for Technology in Education [ISTE]. (2017). ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-educators
Ottenbreit-Leftwich, A.T., Brush, T.A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., ...
Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Computers and Education, 59(2), 399-411. doi:10.1016/j.compedu.2012.01.014
Rideout, V., & Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens,
2019. San Francisco, CA: Common Sense Media.
Riegel, C., & Tong, Y. (2017). Educational technology and teacher education programs: A
geographic information systems study. Teacher Education and Practice, 30(4), 662-684.