To eflectively integrate digital technologies in K-12 schools, teachers must be provided wii?~ undergraduate experiences thnt strongly support these integration i=-esources and strategies. ?he NatZonul Educational Technology Standards-fo;. Teachers (NETS. T ) provide a framework for teacher candidates ~n d inservice teachers to identify their accomplishments in this realm. Using the NETSOT to deliver undergraduate teacher education curriculum, and requiring teacher candidatzs to document their abilities related to the XETSoT can support meaningful development for the candidates. ?his study examines the use of the M.'a~$nd Teacher Assessment as a too! for determining the proficiencies of teacher candidates in their final year of' preparation in relationship to the InJETSoT. (Keywords: assessment ISTE NETSOT, teacher candidate, tzchnology, Wayfind Teacher Assessment) e International Society for Technology in Education (ISTE, 20 12)-r' asserts that preservice teachers must complete a sequence of experiences that develop an in-depth understanding of how technology can be used as a tool in teaching and learning. In addition, teacher cacdidates must see technology modeled b:,~ faculty in their university classes and in field placements. However, research hrs fclund that most faculty lack the shlls and knowledge to model technology use and/or teach their students how to effeztively infuse technology into Savilla Banister
Abstract. This study represents findings from three continents (Asia, Africa and South America) regarding usage of ICT in six rural schools. Our goal was to analyze the current situation regarding digital technologies in these environments, describe similarities and differences relating to the digital divide, and provide a roadmap that could improve teaching and learning, maximizing the use of existing resources. Our case study was carried out with the help of innovative teachers who are supportive of technology integration in teaching, but have less options to utilize this knowledge in their classrooms because of various barriers. Our results show challenges, but also opportunities to embrace new ways of teaching; ways that might allow digital technologies to be employed in innovative ways to encourage student learning and community growth. Our study is based on participating teachers' understanding of the issues and challenges within these countries and areas, relating to schooling.Keywords: Digital divide Á Technology enhanced learning Á Usage of ICT in rural areas Á Classroom culture Á Curricula challenges Á Teacher education
Context for the International Integration of Digital Technologies in Education: Inequities in Rural EnvironmentsOne of the most important goals in the world is to adequately educate every person. The existence of the digital divide expands the challenge inside the country and also between countries [7] relating to equity in educational experiences. Modern countries are moving in the direction of e-governance and are starting to provide services that are available from a distance, but lack of resources and knowledge in rural areas make it impossible to develop access information and services, even when new resources are developed and installed on a daily basis [9]. Access to learning is rapidly changing because of the presence of digital technologies; these technological innovations are beginning to change the way teachers work. On the one hand, leadership is distributed,
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