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Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators [Mīkstie vāki]

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  • Formāts: Paperback / softback, 280 pages, height x width x depth: 238x177x25 mm, weight: 729 g
  • Izdošanas datums: 31-Jul-2020
  • Izdevniecība: International Society for Technology in Education
  • ISBN-10: 1564848345
  • ISBN-13: 9781564848345
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Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future EducatorsPalielināt
  • Formāts: Paperback / softback, 280 pages, height x width x depth: 238x177x25 mm, weight: 729 g
  • Izdošanas datums: 31-Jul-2020
  • Izdevniecība: International Society for Technology in Education
  • ISBN-10: 1564848345
  • ISBN-13: 9781564848345
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781564848345.html
Keywords:
Advancing teacher preparation to full adoption of technology infusion is no small undertaking. Written by 20 experts in the teacher preparation field, Championing Technology Infusion in Teacher Preparation provides research- and practice-based direction for teacher preparation faculty, administrators, PK-12 school partners and other stakeholders who support programwide technology infusion in teacher preparation. Such organizational change involves almost every individual and system involved in teacher preparation.

Topics addressed include: systemic planning and readiness of college-level leadership; programwide, iterative candidate experiences across courses and clinical work; technology use and expectations for teachers and students in PK-12 settings; strategies to support induction of new teachers in PK-12 settings; models for effective candidate and program evaluation; and much more.

This book will help leaders and teacher educators in preparation programs plan and support the developmental needs of teacher candidates as they learn how to teach with technology. With action steps and getting started resources in each chapter, the book is well-adapted for study and planning by collaborative leadership teams at colleges and schools of education.
Foreword: A Systems View of Technology Infusion xvi
Punya Mishra
Melissa Warr
References xxi
Preface Champions as Water Carriers: Prioritizing Technology Infusion in Teacher Preparation xxiii
Arlene C. Borthwick
Teresa S. Foulger
Kevin J. Graziano
Sound Familiar? xxiv
A Vision for Technology Infusion xxv
Why Is Technology Infusion Important? xxvii
Leading the Way to Infusing Technology in Teacher Preparation xxx
Audience and Use of This Book xxxi
A Commitment to Technology Infusion from the Editors and Contributors xxxii
References xxxii
SECTION I Planning for Technology Infusion
Chapter 1 Design Considerations For Technology-Infused Teacher Preparation Programs
3(26)
Teresa S. Foulger
Overview
3(1)
Introduction
4(2)
A High-Level Definition for Technology Infusion
6(1)
Applying Technological Pedagogical Content Knowledge (TPACK) in Preparation Programs
7(9)
The Stages of Technology Infusion at ASU
16(4)
Three Essential Pillars of a Technology-Infused Program
20(2)
Grow Your Own Vision and Technology Infusion Model
22(2)
Getting Started Resources
24(1)
References
25(4)
Chapter 2 Building Capacity For Technology Infusion Through Systemic Change In Colleges And Schools Of Education
29(20)
Robert D. Muller
Overview
29(1)
Why and How Technology Infusion Matters
30(4)
Creating a Coherence Framework to Guide Action
34(6)
Avoiding Getting Stuck
40(3)
Incentivizing Action: A Networked Approach to Implementation
43(2)
In Closing: The Learner View
45(1)
Getting Started Resources
46(1)
References
47(2)
Chapter 3 Rethinking Teacher Preparation: Learning From The Pk-12 Edtech Story
49(20)
Sheryl Nussbaum-Beach
Overview
49(1)
The Current Landscape
50(2)
The Disconnect
52(1)
US Educational Technology Plan as a Driver for Change
53(1)
Other Drivers for Change
54(1)
The Science Leadership Academy: An Example of What's Working Well and Why
55(1)
Future Ready Leadership and Future Ready Schools
56(2)
Future Ready Leadership and Schools: Resources for Colleges/Schools of Education
58(1)
Fads and Fantasy: Moving Beyond the Hype
58(2)
Building a Collaborative Culture
60(1)
Conclusion
61(1)
Getting Started Resources
62(1)
References
63(6)
SECTION II Implementing Technology Infusion
Chapter 4 Frameworks That Scaffold Learning To Teach With Technology
69(26)
Liz Kolb
Overview
69(1)
Scenario: Modeling Technology in a Math Methods Course
70(1)
Why Learning How and When to Teach with Technology Is Complicated
71(2)
Four Frameworks to Help Teacher Educators Scaffold Teacher Candidates Learning to Teach with Technology
73(14)
Summary of the Sphero Lesson
87(3)
Conclusion
90(2)
Getting Started Resources
92(1)
References
93(2)
Chapter 5 Professional Expectations For Teacher Educators: The Teacher Educator Technology Competencies (Tetcs)
95(18)
David A. Slykhuis
Denise A. Schmidt-Crawford
Kevin J. Graziano
Teresa S. Foulger
Overview
95(1)
Introduction
96(1)
Scenario: Your Dean Identifies a Problem and a Solution
96(1)
Examining the Scenario
97(1)
The Critical Need to Address Professional Expectations for Teacher Educators
98(1)
What Are the TETCs?
98(2)
Professional Learning for Teacher Educators
100(1)
How to Build Capacity: Applying the TETCs in Teacher Preparation
101(4)
Championing the TETCs
105(1)
Using the TETCs to Support Change
106(2)
Getting Started Resources
108(1)
References
109(4)
Chapter 6 The Necessity Of Preparing Teacher Candidates To Teach Online
113(18)
Michael Mcvey
Overview
113(1)
Scenario: My Graduates and the Changing Nature of Teaching
114(1)
My Reflection on Comments from Graduates
115(1)
What the Research Says: A Few Key Points
116(3)
A Theoretical Framework for Online Teaching and Learning
119(3)
Embedding Instructional Design for Teaching Online
122(2)
Tools Needed to Teach Online
124(2)
Conclusion
126(1)
Getting Started Resources
127(1)
References
128(3)
Chapter 7 Technology Infusion In Clinical Experiences
131(18)
Debra R. Sprague
Seth A. Parsons
Audra K. Parker
Overview
131(1)
Introduction
132(1)
Clinical Practice
133(4)
Our Context
137(2)
Infusion of Technology into Clinical Practice
139(2)
Virtual Clinical Practice
141(2)
Consider These Action Steps
143(2)
Conclusion
145(1)
Getting Started Resources
145(1)
References
146(3)
Chapter 8 Technology Integration In The Induction Years: The Importance Of Pk-12 Partnerships
149(22)
Jo Williamson
Julie Moore
Overview
149(1)
Scenario: The Tale of Two New Teachers
150(2)
What We Know about Induction
152(2)
What We Know about New Teachers' Technology Use
154(4)
Strategies for Supporting New Teachers' Technology Integration
158(5)
Conclusion
163(1)
Getting Started Resources
163(2)
References
165(6)
SECTION III Evaluating Technology Infusion
Chapter 9 Leadership For Technology Infusion: Guiding Change And Sustaining Progress In Teacher Preparation
171(20)
Jon M. Clausen
Overview
171(1)
Scenario
172(1)
Building Capacity
173(1)
Making the Case
174(2)
Understanding the Change Process
176(3)
Initiating the Change Process: Tools to Guide Change
179(3)
Leadership Moving Technology Infusion Forward
182(3)
Conclusion
185(1)
Getting Started Resources
186(1)
References
187(4)
Chapter 10 Evaluating Technology Infusion: Teacher Candidate And Program Outcomes
191(24)
Ray R. Buss
Overview
191(1)
Scenario
192(2)
Theoretical Frameworks Related to Assessment of Technology Integration
194(5)
Assessing Technology Integration in Teacher Preparation Programs
199(6)
Conclusion: A Multistage Strategy for Assessing Technology Infusion Effectiveness
205(1)
Getting Started Resources
206(2)
References
208(7)
SECTION IV Advancing Technology Infusion
Chapter 11 What Can We Achieve Together? A Call To Action For The Future Of Technology Infusion In Teacher Preparation Programs
215(20)
Joseph B. South
Ji Soo Song
Overview
215(1)
Educators Are Our Nation's Most Vital Strategic Resource
216(2)
Systemically and Sustainably Infusing Technology into Teacher Preparation Programs
218(10)
We Owe It to Our Students
228(1)
Getting Started Resources
229(1)
References
230(5)
Index 235
Arlene C. Borthwick is professor emerita and former associate dean and professor of educational technology at National Louis University in Chicago. She served as chair of the American Association of Colleges of Teacher Educations Committee on Innovation and Technology (2017-2018), was a member of the ISTE Board of Directors (2010-2014) and received the ISTE Making IT Happen award in 2008. She co-edited Transforming Classroom Practice: Professional Development Strategies in Educational Technology (ISTE, 2008).

Teresa S. Foulger is an associate professor at Arizona State University in Tempe. She served as president of the ISTE Teacher Education Network (2011-2015) and received the ISTE Making IT Happen award in 2019. Foulgers research and writing has been recognized through several awards, including the Outstanding Research Article Award (2014 and 2019) from the Journal of Digital Learning in Teacher Education.

Kevin J. Graziano is a professor of teacher education in the School of Education at Nevada State College in Henderson. Hes served as the chair of the Consultative Council for the Society for Information Technology and Teacher Education (SITE), the chair of the American Association of Colleges for Teacher Educations (AACTE) Committee on Innovation and Technology and the co-chair of SITEs mobile learning school improvement grant (SIG). He co-edited Online Teaching in K-12: Models, Methods, and Best Practices for Teachers and Administrators (2016) published by Information Today.