Higher education is seeing increasing trends towards online education (Allen & Seaman, 2010). This chapter provides a framework for the inclusion of digital writing with online teacher education courses. As writing instruction and writing pedagogy moves from print-based literacy practices towards multimodal and paperless/digital writing practices (Mills, 2010), teacher educators must stay current and informed about methods that are best suited towards digital writing pedagogies. We provide four practical examples that showcase ways to support online learners with digital writing; these examples are shared through brief vignettes from four university faculty within a large teacher education program where online learning predominates. Specific support tools such as clear instructions, rubrics, procedural checklists, descriptions of digital writing assignments, and connections to theory and scholarship provide a starting place for those interested in including digital writing within teacher education courses, particularly online teacher education courses.
In recent years, there has been renewed interest in practicebased teacher education around the enactment of high leverage practices, but there is scant scholarship detailing the perceptions of faculty members who must be implementers of such programmatic shifts. Our study utilized survey and interview data to better understand faculty members beliefs and prior work related to this line of inquiry. Initial results suggest that despite practical concerns, our participants are optimistic about high leverage practices, and in contrast to deficiency narratives about teacher education, participants articulated sophisticated teacher preparation methods along these lines. Participants also desired programmatic coherence.
The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.
The COVID-19 pandemic and the immediate shift to online learning for higher education and K-12 created an immediate need for conversations surrounding acceptable online pedagogy. This chapter focuses on how higher education instructors, specifically teacher educators, can use a flipped classroom approach to structure course content and prepare pre-service teachers to teach online using both synchronous and asynchronous virtual teaching strategies. Elements of the flipped classroom include creating engaging teaching content; assigning low-stakes, incentive viewing tasks; using formative assessment to clarify and provide feedback; and classroom application to make content meaningful. A vignette of a teacher education course redesign outlines how the model was used both to teach course content and prepare future teachers to implement the strategy in their own classrooms.
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