Characteristics of Technology Infused Teacher Education Program: Gathering Input from Teacher Educators
Listen and learn : Research paper
Research papers are a pairing of two 18 minute presentations followed by 18 minutes of Discussion led by a Discussant, with remaining time for Q & A.
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|Audience:||Professional developers, Teacher education/higher ed faculty|
|Attendee devices:||Devices useful|
|Attendee device specification:||Laptop: Chromebook, Mac, PC
|Grade level:||Community college/university|
|Subject area:||Higher education, Preservice teacher education|
|ISTE Standards:||For Coaches:
|Additional detail:||ISTE author presentation, Preservice teacher presenter|
The US Department of Education has issued clear expectations that new teachers should graduate with the ability to use technology effectively in their classrooms from day one of their careers (Office of Educational Technology, 2016, 2017). In hopes of accomplishing this goal, preparation programs relying solely on a single, stand-alone technology course must adopt a program-deep and program-wide approach to prepare teacher candidates to be fully digitally capable by the time they graduate. Technology infusion is a concept used by teacher educators attempting to answer this call in a variety of ways (Borthwick et al., 2020). To operationalize upon this ideal, all personnel involved in the many systems surrounding preparation programs must hold true to a shared vision and a long-term adoption orientation for systemic change. Moving forward with their unique visions, preparation programs need design criteria that address this multi-faceted change operation.
Presenters are conducting national survey research to gather input from experts about the "Characteristics and Definitions of Technology Infused Teacher Preparation Programs." The survey is designed to address gaps in the existing literature and to produce a comprehensive understanding of design criteria to support systems change.
Results of the survey research will produce findings that define:
- Characteristics of technology-infused teacher preparation programs.
- Criteria for each of the characteristics.
This study is a result of the challenges preparation programs face when adopting a technology infusion approach that is contextualized for their circumstances. We think having design criteria will help preparation programs have a more realistic understanding of how to design and support the multi-pronged model for change.
Borthwick, A.C., Foulger, T.S., Graziano, K.J. (Eds.). (2020). Championing technology infusion in technology preparation: A framework for supporting future educators. International Society for Technology in Education.
Office of Educational Technology. (2016). Advancing educational technology in teacher preparation: Policy brief. https://tech.ed.gov/teacherprep
Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 National educational technology plan update. https://tech.ed.gove/files/2017/NETP17.pdf
Teresa S. Foulger is an associate professor at Arizona State University where she has championed technology infusion. Teresa’s vision for supporting teacher educators led to a co-authored international collaborative study that resulted in the Teacher Educator Technology Competencies. Her technology infusion research has been awarded the 2014 Journal of Digital Learning and Teacher Education Research Award, the AACTE Award for the Innovative Use of Technology in 2009 and 2017, and the ISTE Research Paper Award in 2012 and 2019. Dr. Foulger is a Past President of ISTE TEN and is a recipient of the Making IT Happen award.
Dr. Sprague is an Associate Professor in the College of Education and Human Development at George Mason University. She teaches courses that focus on technology integration in the Elementary Education Program. Dr. Sprague's research interest include technology infusion in teacher education, emerging technologies, and gaming.
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