Integrating Technology into Teacher Education

Abstract

Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by the notion of situated practice and communities of discourse in their school of education. They also describe a critical framework for facilitating discourse among teacher education faculty from which understandings of why, when, and how to use technology emerged. Several cases of situated practice are discussed with particular attention to how an understanding of meaningful technology use was negotiated through interactions between faculty and graduate students. Implicit in this model for technological change is a strategy for sustainability. This is elaborated as the authors discuss their results.

The Intersection of Preservice Teachers’ Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

“…Given the complex variables surrounding teacher confidence such as past experience, pedagogy, training and innovative teaching strategies, simply "knowing" technology is not enough to produce the necessary confidence to engage with it (Otero et al, 2005). Even when teachers know how to utilize technology for personal productivity they often need help understanding how technology can be used to enhance student learning (Dexter, Doering, & Riedel, 2006).…”

“…Even when teachers know how to utilize technology for personal productivity they often need help understanding how technology can be used to enhance student learning (Dexter, Doering, & Riedel, 2006). It seems that teachers must be taught to use technology "meaningfully" in their instruction (Otero et al, 2005).…”

The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

“…This tendency is antithetical to digital equity pedagogy’s goal of adopting a critical stance toward technology. Thus, it is imperative that teacher educators become proficient in using technology if they are to meaningfully influence the technology integration practices of PSTs (Otero et al, 2005). While Foulger and colleagues’ (2017) TETCs provide a useful roadmap for what teacher educators should know to be able to effectively teach with and about technology, institutions must prioritize developing these competencies within their faculty.…”

Promoting Scientific Literacy by Using ICT in Science Teaching

“…The most important advantage of this technique is that it allows interactive scientific discussion and communication with others efficiently (Sorin, 2004;Sutherland, Marcus & Jessup, 2005). It also shows its role in creating opportunities to develop thinking and presenting ideas to be criticized (Otero et al, 2005), developing problem-solving skills (Ferry et al2005), and encouraging continuing self-learning (McDonald & White, 2005).…”