The increasing prevalence of technology in PreK–12 classrooms requires teachers to understand the technologies available as well as how and when to implement them across content areas and grade levels. Practitioner-oriented journals are an effective resource that teachers use to learn what, and how, to implement in the classroom. As such, this systematic review of the literature examined practitioner-oriented journals sponsored by major education organizations for technology implementation across content areas to determine the nature of the activities suggested using the SAMR Model. Results show a need for more resources regarding implementing technology across content areas in general, particularly at the redefinition level of the SAMR model. These insights allow for suggestions and recommendations for educating preservice teachers in technology integration before they become classroom teachers.
This chapter aims to share the results of a study of faculty in teacher preparation programs across the state of Texas to identify ways educator preparation has shifted its instruction as a result of COVID-19. Both quantitative and qualitative data results are shared, along with implications. The research provides some clarity regarding how future educator preparation programs and K-12 classroom teachers can adjust instructional practices as the shift to a virtual learning environment continues. The authors offer suggestions for best practices in virtual instruction for lesson planning, classroom management, and technology integration for K-12 teachers, as well as recommendations for teacher preparation programs to prepare pre-service teachers for successful implementation in those three areas while teaching in a virtual environment.
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