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Developing Technology-Rich Teacher Education Programs

Book Description

Though technology is expanding at a rate that is alarming to many skilled laborers concerned for the welfare of their industry and jobs, teachers should feel safe in their position; however, teachers who refuse to adapt to technology will be left behind.Developing Technology-Rich Teacher Education Programs: Key Issues offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe. Contributors from 32 universities from around the world came together as authors of case studies, methodologies, research, and modeling to produce the work that went into this reference work. The target audience for this book includes faculty, leaders, teacher educators, and administrators within higher institution and every level of education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  5. Foreword
  6. Preface
    1. Overview
    2. Section 1: Frameworks for Technology Integration
    3. Section 2: Integration of Web 2.0 Tools into Teacher Education Programs
    4. Section 3: Integration of Technology into Teacher Education Courses
    5. Section 4: Technology Integration across the Content Areas
    6. Section 5: Technology-Rich Clinical and Student Teaching Experiences
    7. Section 6: Supporting Faculty in Technology-Rich Teacher Education Programs
  7. Acknowledgment
  8. Section 1: Frameworks for Technology Integration
    1. Chapter 1: Thematic Considerations in Integrating TPACK in a Graduate Program
      1. ABSTRACT
      2. INTRODUCTION
      3. TPACK THEMES RUNNING THROUGHOUT THE ED TECH MASTER’S PROGRAM
      4. IMPLICATIONS AND SUGGESTIONS FOR OTHER PROGRAMS
      5. CONCLUSION
    2. Chapter 2: Lessons from the ITS Program
      1. ABSTRACT
      2. THE STATE OF PRESERVICE TECHNOLOGY TEACHER EDUCATION
      3. FIVE DESIGN STRATEGIES
      4. LESSONS FOR THE DESIGN OF TECHNOLOGY-RICH TEACHER EDUCATION
    3. Chapter 3: Meeting the Needs of Exceptional Students
      1. ABSTRACT
      2. INTRODUCTION
      3. THE PROBLEM: ONE SIZE DOES NOT FIT ALL
      4. THE CONCEPT OF UNIVERSAL DESIGN FOR LEARNING
      5. MULTIPLE MEANS OF REPRESENTING CONTENT
      6. MULTIPLE MEANS OF ENGAGEMENT
      7. MULTIPLE MEANS OF EXPRESSION
      8. RECOMMEDATIONS FOR UDL IN TEACHER EDUCATION
      9. FINAL THOUGHTS
    4. Chapter 4: Guiding Framework and Principles for Technology Integration
      1. ABSTRACT
      2. WHAT IS TECHNOLOGY INTEGRATION?
      3. Conceptualization of technology integration
      4. Promises and problems
      5. WHAT FRAMEWORKS GUIDE TECHNOLOGY INTEGRATION?
      6. CONCLUSION
  9. Section 2: Integration of Web 2.0 Tools into Teacher Education Programs
    1. Chapter 5: A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities
      1. Abstract
      2. INTRODUCTION
      3. the Web 2.0 Learning Design Framework
      4. Evaluating THE USE OF THE FRAMEWORK WITH PRE-SERVICE TEACHERS
      5. Discussion
      6. conclusion
    2. Chapter 6: Web 2.0 Visualization Tools to Stimulate Generative Learning
      1. Abstract
      2. INTRODUCTION
      3. WEB 2.0 VISUALIZATION TOOLS
      4. GENERATIVE LEARNING THEORY
      5. HOW VISUALIZATION TOOLS SUPPORT GENERATIVE LEARNING
      6. INSTRUCTING LEARNERS IN THE USE OF VISUALIZATION TOOLS
      7. CRITCISMS OF TEXT VISUALIZATION TOOLS
      8. OTHER APPLICATIONS AND FUTURE RESEARCH
      9. CONCLUSION
    3. Chapter 7: Supporting Teacher Development through Social Networking
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. 21ST CENTURY LEARNERS
      5. LEARNING AS A SOCIAL PROCESS
      6. FOSTERING LEARNING COMMUNITIES THROUGH SOCIAL NETWORKING
      7. DEVELOPING A SOCIAL NETWORK
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    4. Chapter 8: Learning to Teach in Web 2.0
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
    5. Chapter 9: Supplementing the Learning Management System
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TERMINOLOGY USED
      5. OVERVIEW: LMS LIMITATIONS
      6. INTRODUCTION TO THE CASES
      7. INTRODUCTION: AUTHENTIC ASSESSMENT
      8. OVERVIEW: BENEFITS AND CHALLENGES OF WEB 2.0 TOOL USE
      9. CONCLUSION
    6. Chapter 10: Grappling with Change
      1. ABSTRACT
      2. INTRODUCTION
      3. lack of technology in teacher education programs
      4. Using Technology In TEACHER EDUCATION PROGRAMS
      5. Embracing WikiS in the Classroom
      6. Conclusion
      7. APPENDIX A
  10. Section 3: Integration of Technology into Teacher Education Courses
    1. Chapter 11: The Importance of Using Subject-Specific Technology Uses to Teach TPACK
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE
      4. EDUCATIONAL TECHNOLOGY COURSE CASE STUDY
      5. CONCLUSION AND FUTURE RESEARCH
    2. Chapter 12: The Iron Grip of Productivity Software within Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
    3. Chapter 13: Using Student Choice to Promote Technology Integration
      1. ABSTRACT
      2. INTRODUCTION
      3. THE BUFFET MODEL
      4. MANAGING AND IMPLEMENTING CHOICE
      5. CONCLUSION
    4. Chapter 14: Rethinking Technology in Teacher Education Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. CHANGING PARADIGMS
      4. K-12 Students’ Realities
      5. Merging Technology Literacy and Learning Methods
      6. Social Web (2.0) Tools and Blended Learning
      7. Technical Literacy: Linking Learning to Instructional Paradigms
      8. Creating Participatory Cultures
      9. Conclusion: next steps
    5. Chapter 15: EDM310
      1. ABSTRACT
      2. INTRODUCTION
      3. DISCLOSURE
      4. MY BELIEFS
      5. EDM310 OBJECTIVES
      6. COURSE ORGANIZATION AND COMMUNICATION
      7. DISCUSSION
      8. CONCLUDING THOUGHTS
    6. Chapter 16: Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING
      1. ABSTRACT
      2. Transitioning to Online Instruction
      3. A Case: One Professor’s Transition to Online Teaching
      4. Social Networking Tool NING
      5. Implications for Teacher Education and Professional Development Programs
    7. Chapter 17: ePortfolio Integration in Teacher Education Programs
      1. Abstract
      2. INTRODUCTION
      3. ePortfolios in Teacher Education
      4. Stakeholder Interaction Model
      5. ePortfolio Integration Concerns
      6. Two ePortfolio Integration Contexts
      7. Method
      8. results
      9. discusssion
      10. recommendations
  11. Section 4: Technology Integration across the Content Areas
    1. Chapter 18: Multiliteracies
      1. ABSTRACT
      2. INTRODUCTION
      3. A BRIEF REVIEW OF THE LITERATURE
      4. BRINGING CONTEMPORARY TECHNOLOGIES INTO MY TEACHING
      5. TEACHING AND LEARNING IN A MULTILITERATE ENVIRONMENT: IMPLICATIONS AND CONCLUSIONS
      6. NOTE
    2. Chapter 19: Weebly, Wikis, and Digital Storytelling
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TECHNOLOGY IN THE CLASSROOM
      5. DIGITAL PORTFOLIOS
      6. WIKIS
      7. DIGITAL STORYTELLING
      8. CONCLUSION
    3. Chapter 20: Educational Technology in Early Childhood Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. RESTRUCTURING THE COLLEGE COURSE
      4. RECONCEPTUALIZING COURSE REQUIREMENTS
      5. CURRICULAR TRANSFORMATIONS
      6. IMPACT ON CHILDREN
      7. SPECIAL TOOLS OR ASSISTIVE TECHNOLOGIES
      8. CONCLUDING REMARKS
    4. Chapter 21: Re-Thinking Pre-Service Mathematics Teachers Preparation
      1. ABSTRACT
      2. INTRODUCTION
      3. KNOWLEDGE FOR TEACHING MATHEMATICS WITH TECHNOLOGY
      4. PRE-SERVICE TEACHER DEVELOPMENT OF TPACK
      5. ASSESSING PRE-SERVICE TEACHER DEVELOPMENT OF TPACK
      6. IMPLICATIONS AND CHALLENGES IN RE-DESIGNING PROGRAMS FOR TPACK DEVELOPMENT
    5. Chapter 22: Technology Integration in Mathematics
      1. ABSTRACT
      2. INTRODUCTION
      3. VIGNETTES FROM THE CLASSROOMS
      4. PRINCIPLES FOR THE DESIGN OF TECHNOLOGY-RICH PROFESSIONAL DEVELOPMENT FOR MATHEMATICS
      5. CHALLENGES
      6. CONCLUSION
    6. Chapter 23: A Call for the use of Technology within Mathematics and Science Preservice Teacher Methods Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INTEGRATING TECHNOLOGY INTO CONTENT INSTRUCTION
      5. TECHNOLOGY TO ENCOURAGE COLLABORATION
      6. TECHNOLOGY ASSIGNMENTS AND ASSESSMENTS
      7. CONCLUSION
    7. Chapter 24: A Practical Guide for Integrating Technology into Social Studies Instruction
      1. Abstract
      2. INTRODUCTION
      3. Background
      4. TYPES OF TECHNOLOGY TO INTEGRATE
      5. Conclusion
    8. Chapter 25: Pre-Service Teachers’ Perspectives on Learning to Teach Social Studies in a Technology-Rich Pedagogy Course
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INVESTIGATING THE PRE-SERVICE TEACHERS’ TECHNOLOGY EXPERIENCES
      5. DISCUSSION AND FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    9. Chapter 26: Knock Down the Walls, Open the Doors
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. EDUCATIONAL OBJECTIVES
      5. OBSTACLES TO IMPLEMENTATION OF HYBRID CLASSROOMS
      6. PREPARING 21ST CENTURY TEACHERS
      7. CONCLUSION
    10. Chapter 27: Infusing Technology into a Physical Education Teacher Education Program
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CATEGORY OF COURSES
      5. CONCLUSION
  12. Section 5: Technology-Rich Clinical and Student Teaching Experiences
    1. Chapter 28: Attempting to Bridge Theory to Practice
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHOD
      5. FINDINGS
      6. DISCUSSION
      7. IMPLICATIONS FOR FUTURE RESEARCH
      8. CONCLUSION
    2. Chapter 29: Implementing the Remote Observation of Graduate Interns
      1. Abstract
      2. INTRODUCTION
      3. ROGI: A CREATIVE TECHNOLOGY SOLUTION
      4. PROGRAM ANALYSIS AND LESSONS LEARNED
      5. SOLUTIONS AND RECOMMENDATIONS
    3. Chapter 30: Anchoring a Social Studies Teaching and Learning Experience with Digital Video
      1. Abstract
      2. Introduction
      3. CONCLUSION
    4. Chapter 31: Application of Computer, Digital, and Telecommunications Technologies to the Clinical Preparation of Teachers
      1. ABSTRACT
      2. INTRODUCTION
      3. The “Biography” of the Teaching Lab: How we did it
      4. CONCLUSION
      5. RELATED RESOURCES
    5. Chapter 32: Training Teachers for a Virtual School System
      1. ABSTRACT
      2. INTRODUCTION
      3. THE STATE OF K-12 ONLINE LEARNING
      4. MODELS OF K-12 ONLINE LEARNING
      5. A NEW MODEL OF TEACHING AND LEARNING
      6. TEACHING ONLINE IN A K-12 ENVIRONMENT
      7. TEACHER TRAINING AND NEW MODELS OF TEACHER EDUCATION
      8. A CONCLUDING CALL TO ACTION
  13. Section 6: Supporting Faculty in Technology-Rich Teacher Education Programs
    1. Chapter 33: Ways to Mentor Methods’ Faculty Integration of Technologies in their Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. CLARIFYING INTEGRATION ISSUES
      4. WHAT TO KNOW/DO TO ENGAGE PROFESSORS IN INTEGRATED TECHNOLOGY
      5. CONCLUSION
    2. Chapter 34: Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community
      1. ABSTRACT
      2. INTRODUCTION
      3. REVIEW OF THE LITERATURE
      4. THE TECHNOLOGY AND TEACHING PROFESSIONAL LEARNING COMMUNITY
      5. REVISITING THE PLC EXPERIENCE: LESSONS LEARNED, BEST PRACTICES, AND RECOMMENDATIONS
      6. IMPLICATIONS AND CONCLUSIONS
      7. NOTE
  14. Compilation of References
  15. About the Contributors
  16. Index