In Tegrating: Technology in Schools, Colleges, and Departments of Education: A Primer for Deans

Lessen, Elliott I.; Sorensen, Christine

doi:10.3200/chng.38.2.44-49

Cited by 8 publications

(1 citation statement)

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“…Developments in educational technology, such as video, podcasting, video-conferencing, use of wikis and blogs, have emerged to be beneficial in preparing educators (O'Brien, Aguinaga, Hines, & Hartshorne, 2011). By allowing learners to revisit material as often as necessary (Pryor & Bitter, 2008), technology may supplement the university classroom to foster a necessary in-depth knowledge of teacher practice (Zeichner, 2006) and thereby increase teacher education productivity (Lessen & Sorensen, 2006). Students in teacher education programs have expressed that the use of multiple technologies in classrooms increased performance, opportunities, and attitudes (Cradler, Freeman, Cradler, & McNabb, 2002).…”

Section: Technology Use In Teacher Educationmentioning

confidence: 99%

A Multimedia Approach to Improve Reading Instruction of Future Teachers

Ely¹

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Teacher education efforts must successfully prepare future teachers to implement evidence-based vocabulary practices that are effective for all students. This research is composed of two experimental studies that investigate a multimedia-based intervention, which pairs a modeling video with a Content Acquisition Podcast (i.e., video plus CAP), to teach preservice teachers how to implement an evidence-based vocabulary intervention to students at risk for or with learning disabilities and/or with language learning barriers. The video plus CAP tool was created based on theories of multimedia and cognitive learning as well as the development of automaticity of practice. In Study 1, I used a pretest-posttest-maintenance design to examine the effects of video plus CAP on preservice teachers' (N = 101) knowledge of vocabulary instruction. In Study 2, with a posttest-only design, I investigated the effects of the tool on preservice teachers' (N = 49) teaching ability. Preservice teachers were randomly assigned to one of two treatment conditions to learn about evidence-based vocabulary instruction; the treatment group watched a video plus CAP and the control group read an informational handout. Results indicated no significant differences between treatment groups on a test of vocabulary instruction knowledge; however, those who watched video plus CAP used significantly more teaching behaviors associated with an evidence-based vocabulary intervention during instruction than the control group. The video plus CAP tool has promising implications for teacher education as a way of bridging research to practice and improving instruction for all students.

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Section: Technology Use In Teacher Educationmentioning

confidence: 99%

A Multimedia Approach to Improve Reading Instruction of Future Teachers

Ely¹

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2008

ASHE Higher Education Report

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Setting the StageM UCH HAS BEEN SAID over the last two decades about American college and university faculty. For the 1990s in particular, a maelstrom of critique from trustees, legislators, the popular press, faculty unions, and policymakers addressed needs for "reform" in how faculty are recruited, socialized, and rewarded throughout their careers. What has followed has been much quieter, however. Efforts have been made to redefine scholarship in reward systems, to implement post-tenure review systems, and to make the system fairer for women and minority faculty. How faculty go about their work has changed fundamentally with increasing use of technology, and faculty have become more involved in what Boyer (1990), Rice (1996), and have called the scholarships of teaching and community engagement (see also Hutchings and Shulman, 1999). Additionally, the composition of the American faculty has begun to change as more women and faculty of color have joined the professoriate, though many still find glass ceilings hindering career advancement-at times ceilings that appear made of Plexiglas (Terosky, Phifer, and Neumann, 2008). Admittedly, American higher education leaders and policymakers have not done away with the tenure system; that said, dramatic increases in part-time and non-tenure-track appointments has rendered the tenure system as less relevant to increasing numbers of academics (Schuster and Finkelstein, 2006).What is the history of the rhetoric, policy reform, and research on faculty over the last two decades, and what is missing in the dialogue? The purpose of this volume is to review and synthesize the literature on the American higher education faculty over the last fifteen to twenty years. As career-long students Published online in Wiley InterScience (www.interscience.wiley.com) •

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Principals’ technological competencies and technology integration in Moroccan public schools

Laouni¹

2021

International Journal of Leadership in Education

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In Tegrating: Technology in Schools, Colleges, and Departments of Education: A Primer for Deans

Cited by 8 publications

References 0 publications

A Multimedia Approach to Improve Reading Instruction of Future Teachers

A Multimedia Approach to Improve Reading Instruction of Future Teachers

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Principals’ technological competencies and technology integration in Moroccan public schools

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