Technology professional development for teachers

Abstract

[] "In our schools, every classroom in America must be connected to the information superhighway, with computers and good software, and well-trained teachers..." (President Clinton, State of the Union Address, 1997) President Clinton's challenge requires that teachers be ready to use technology and teach with it. In response to this call, many organizations have focused on the appropriate use of technology by current and future teachers. Entities such as the United States Department of Education, the CEO Forum, the Milken Exchange on Education Technology, the Association for Educational Communications and Technology (AECT), and the International Society for Technology in Education (ISTE) have recognized that without focused and purposeful energy, educators in our schools would be unable to maximize the potential of technology. The goal ~or universities and school districts is to ensure that preservice and inservice teachers can use technology appropriately.Before the education profession can accomplish this task, we must take stock of the current situation. The purpose of this article is to describe that situation, first by providing an overview of the status of technology use in our schools. Next, a review of the research and practice of technology professional development is presented, along with a description of successful models. Finally, the article discusses research and efforts to prepare preservice educators to use and teach with technology. Current Status of Technology in SchoolsEducators are making progress in learning about and using technology, but we have a long way to go. Results of survey research in this area

Bir Öğretmenin Teknoloji Entegrasyonu Yolculuğu

“…Var olan bu duruma çeşitli çözümler sunan yaklaşımlar da bulunmakta, öğretmenlerin teknoloji entegrasyonuyla ilgili mesleki gelişim etkinlikleri incelendiğinde öğretmenlerin bireysel farklılıkları göz önünde bulundurulmadan benzer yöntemlerin kullanılması eleştirilmekte ve öğretmenlere verilecek teknoloji entegrasyonu eğitimlerinin kişiselleştirilmiş mesleki gelişim etkinlikleri olarak gerçekleştirilmesi önerilmektedir. (Hixon ve Buckenmeyer, 2009;Schrum, 1999).…”

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

“…Up to this point, educational technologies either lost significance in classrooms (Reiser, 2001;Saettler, 2004) or became so transparent and commonplace in education that preservice teachers did not need instruction or training in using them (Bruce & Hogan, 1998;Mishra & Koehler, 2006). As availability and access to computers and the Internet increased in the 1990s, university-based teacher education programs offered little preparation for teaching in a digitally-rich classroom (Willis & Mehlinger, 1996;Schrum, 1999). A "longstanding rift between teacher education and educational technology" (Willis et al, 1999, p. 31) began to diminish after 1999 when federally funded Preparing Tomorrow's Teachers to Use Technology (PT3) grants infused more technology into teacher education and offered professional development to teacher education faculty for learning how to integrate technology into methods courses and field experiences (Mims, Polly, Shepherd, & Inan, 2006).…”

“…Consequently, initial efforts on technology integration preparation within preservice education focused on the acquisition of technical skills associated with current and emerging technologies. Teacher education programs offered competency-based courses, encouraged faculty to integrate and model technology in methods classes, or strategically placed preservice teachers in technology-rich field experiences (Schrum, 1999). Preservice teachers completed instructional technology courses that focused on the affordances and constraints of selected technologies without consideration of their pedagogical purpose (Koehler & Mishra, 2008).…”

“…This chapter stated the problem, overviewed the theoretical framework, specified the purpose and significance of the research, stated research questions, and delineated assumptions and terminology for this study. (Schrum, 1999). As emphasis shifts to building technological pedagogical content knowledge (TPACK) in teachers, teacher educators are challenged to find alternate approaches and models that fit the varied and dynamic contexts of teacher education.…”

Teaching with simulations (print)

“…According to Schrum (1999), three aspects of experience are crucial to support preservice teachers in learning about technology and about how they can integrate technology into their teaching. First, they should be exposed to different kinds of technological tools in skill-based courses.…”