From Start to Finish

Abstract

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.