Preparing Teachers for Tomorrow’s Technologies

Dilworth, Paulette Patterson; Donaldson, Ana; George, Marshall; Knezek, Don; Searson, Mike; Starkweather, Kendall N.; Strutchens, Marilyn E.; Tillotson, John; Robinson, Sharon

doi:10.1007/s11528-012-0581-5

Cited by 8 publications

(2 citation statements)

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“…We also selected teacher educators who taught stand-alone technology integration classes because the most current literature identified that these courses are still regularly taught (Dilworth et al, 2012). Kleiner et al (2007) found that more than 51% of all teacher education programs in the United States offered a stand-alone course.…”

Section: Methodsmentioning

confidence: 99%

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

Voithofer

Nelson

2020

Journal of Teacher Education

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Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

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Section: Methodsmentioning

confidence: 99%

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

Voithofer

Nelson

2020

Journal of Teacher Education

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“…The learning environments using technology influence the emotional state of the students (Dogan, 2012), and offer important opportunities to teachers to develop learning environments where students are motivated, display the least behavioral troubles in the class and learners participate more effectively in the teaching (Bate, Day, & Macnish, 2013). Using these opportunities depends on the use of technology by the teacher, and this occurs when teachers use it effectively in their technology class (Dilworth at al., 2012;Escuder, 2013). Teachers are expected to effectively integrate their teaching with technology in the process of technology integration in education (Albion, 1999;Chen, 2010;Hicks, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Science Teaching Enriched With Technological Applications on the Science Achievements of 7th Grade Students

Yıldırım

Şensoy

2018

JETS

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This study aims to research the impacts of science teaching enriched with technological applications on the science course achievement levels of 7th grade students. 13 weeks long research was carried out with 7th grade students studying at a state secondary school in Turkey in 2016. In the study, quasi-experimental method, experimental design with the pretest-posttest control group was used. There were 83 students (control=42, experiment=41) in the study group. “Science Achievement Test” developed by the researchers was used as data collection tool. There are 28 multiple-choice, four-choice items in the achievement test covering subjects taught, and the KR 20 reliability coefficient is 0.78. “Science Achievement Test” was used as the pretest, posttest, and follow-up test. Teaching was carried out by the same science teacher in the science class in both the control and experiment groups. In the control group, student-centered learning approach suitable to the 2013 Science Course Curriculum was given to the students, and no experimental procedure was applied. In the experiment group, 2013 Science Course Curriculum was followed, and teaching was carried out with technology enriched science teaching applications. At the end of the research, it was found that the achievement levels of the experiment group with the technology enriched science teaching applications increased significantly and was higher at a meaningful level than the achievement of the control group students. According to this findings, it can be suggested that technology enriched teaching should also be used in science teaching to address individual differences by enriching teaching.

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Instructional Design for the Technological Learning Environment

Williams

2015

Handbook of Research on Enhancing Teacher Education With Advanced Instructional Technologies

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Education is constantly changing to not only meet the ever changing needs of the global business environment, but to also meet the needs of the students. The needs of the students are constantly changing because of technology and increasingly diverse backgrounds and cultures that change the ways education occurs. Studies have shown that the demands continue to grow for education to continue to transform to meet the needs of today's diverse technological learners. Faculty, teachers, and instructional designers must adapt to the evolution of the learning environment. The purpose of this chapter is to aid faculty and teachers in the design of curriculum for tomorrow's students, by adding them with the trial and error of the development phase. The two objectives are to aid in the development of instructional design along with further meeting the needs of our students and to help remove some of the trial and error in the development process.

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Preparing Teachers for Tomorrow’s Technologies

Cited by 8 publications

References 1 publication

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

The Effect of Science Teaching Enriched With Technological Applications on the Science Achievements of 7th Grade Students

Instructional Design for the Technological Learning Environment

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