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Editor's Remarks
Scientifically Based Research: Technology in Teacher Education (PDF,
25 KB, 19 sec, PDF Instructions)
Ann Thompson
The call for scientifically based evidence from the field of education
is creating discussion and debate in the technology-in-teacher-education
community. Our perception is that most of us agree on the need for more
generalizable evidence on best practices in technology in teacher education,
and that we need to define scientifically based research within the context
of technology in teacher education. It seems that the emphasis on scientifically
based research and the growing amount of available data from PT3 projects
have come together to form a significant opportunity for acquiring knowledge
about the effectiveness of technology in teacher education programs.
President's Message
Aiming Higher: Technology and 21st Century Skills (PDF,
574 KB, 7 sec, PDF Instructions)
Ann Cunningham
Most educators agree that the current accountability climate often causes
the streamlining of curriculum to focus on acquisition of basic academic
competencies. This unintended outcome of the No Child Left Behind (NCLB)
Act of 2001 has the potential to negatively affect a student’s ability
to develop problem-solving strategies and critical thinking skills as
teachers resort to information dispensing strategies focused on test achievement,
instead of teaching for long-term retention and transfer. The challenge
is to maintain high academic standards for students under the pressure
of accounting for student progress as prescribed by state and national
legislation.
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Real Teachers Making Real Changes: The RETA Model for Professional Development
(PDF,
45 KB, 5 sec, PDF Instructions)
Wendy Martin, Naomi Hupert, Carmen Gonzales, and Noga Admon
The RETA (Regional Educational Technology Assistance) program has recently
completed its fifth and final year of program activities. The program
offers professional development to educators across the state of New Mexico
in the integration of technology into academic content. The program also
emphasizes developing regional expertise among classroom teachers who
can act as peer technology experts in their communities. In addition,
the program addresses issues of education technology policy at a statewide
level and provides resources to pre- and inservice teachers through partnerships
with institutions of higher education at several Regional Resource Centers
throughout the state. The program works to reach teachers of students
who are often underserved by more traditional profession development efforts.
Using Distance Education Technlologies To Enhance Teacher Education through
Linkages with K-12 Schools (PDF,
47 KB, 4 sec, PDF Instructions)
JoAnn Phillion, Tristan Johnson, and James D. Lehman
This paper describes the implementation of video conferencing technologies
in a teacher education program in two pilot projects. Rationales for the
use of distance technologies are presented, activities are described,
and learning outcomes are discussed. The strengths and limitations of
using distance technologies are argued. The conclusion is that, considering
all factors, distance education technologies offer significant promise
for expanding the options for linking students in teacher preparation
programs with K12 teachers and students.
Infusing Technology in Educational Foundations: Does PowerPoint Count?
(PDF,
47 KB, 4 sec, PDF Instructions)
Patricia Randolph Leigh
In this paper, the author describes the use of technology in two educational
foundations courses. One course, “Social Foundations of American Education,”
is an undergraduate core requirement that enrolls 3060 preservice teachers.
On the other hand, “Pedagogy, Equality of Opportunity, and the Education
of Blacks in the U.S.” is a graduate level elective foundations course
that enrolls 812 senior-level or graduate students. Presentation software
(PowerPoint), Internet and Web resources, and audio and video recordings
are examples of multimedia instructional technologies that are incorporated
into one or both courses. The author goes beyond mere description of how
technology tools are used by uncovering the ways in which classroom environment
and technology access influence their use, as does the instructor’s theoretical
groundings.
Integrating Computer Mediated Communication into a Pedagogical Education
Course: Increasing Opportunity for Reflection (PDF,
44 KB, 4 sec, PDF Instructions)
Anna Marie Frank
The inclusion of reflection in preservice education classes has become
a priority for teacher educators. Reflection on theories, instructional
strategies, and management strategies is vital to the process as students
construct their knowledge base, make teaching decisions in clinical settings,
and formulate their individual teaching styles. Curricular decisions within
teacher education courses are made in view of the spatial and temporal
boundaries of the university classroom. Using computer mediated communication
(CMC) provides teacher educators with an additional format to engage students
in reflection. This article presents findings from integrating CMC into
a pedagogical education course. Blackboard was used for CMC. Frequency
of use and quality of reflection were analyzed when reflection within
the CMC format was required. Integrating this technology into the course
was seen as beneficial as students engaged in required reflective activity
and provided an opportunity for students to engage in quality reflective
activity outside the boundaries of the classroom.
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