Developing Technology-Rich Teacher Education Programs: Key Issues: Key Issues

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Polly, Drew
IGI Global, Jan 31, 2012 - Education - 625 pages
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Though technology is expanding at a rate that is alarming to many skilled laborers concerned for the welfare of their industry and jobs, teachers should feel safe in their position; however, teachers who refuse to adapt to technology will be left behind.

Developing Technology-Rich Teacher Education Programs: Key Issues offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe. Contributors from 32 universities from around the world came together as authors of case studies, methodologies, research, and modeling to produce the work that went into this reference work. The target audience for this book includes faculty, leaders, teacher educators, and administrators within higher institution and every level of education.

 

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Contents

Thematic Considerations in Integrating TPACK in a Graduate Program
1
Five Design Strategies on Which to Build TechnologyRich Teacher Education
13
The Importance of Technology in Teaching and Implementing Universal Design for Learning Principles
28
What Are the Key Questions?
45
Section 2
57
A Framework for Developing PreService Teachers Web 20 Learning Design Capabilities
58
Web 20 Visualization Tools to Stimulate Generative Learning
77
Supporting Teacher Development through Social Networking
91
Taking the Road Less Traveled
299
Developing Technological Pedagogical and Content Knowledge TPACK
316
A Model for Integrating Technology through Content Development1
337
A Call for the use of Technology within Mathematics and Science Preservice Teacher Methods Courses
357
A Practical Guide for Integrating Technology into Social Studies Instruction
378
PreService Teachers Perspectives on Learning to Teach Social Studies in a TechnologyRich Pedagogy Course
393
How Hybrid Classrooms can Improve Education
408
Infusing Technology into a Physical Education Teacher Education Program
422

Learning to Teach in Web 20
104
Using Web 20 for Collaboration Communication and Productivity in the Preparation of School Technology Leaders
118
Web 20 and Teacher Educators
135
Section 3
151
A Case Study
152
The Iron Grip of Productivity Software within Teacher Education
170
The Buffet Model
192
Creating ContentCentric Learning Environments
205
A Case Study
218
Modeling Online Teaching and Learning to Pre and InService Teachers through the use of the Web 20 Social Networking Tool NING
233
Does Context Matter from a Student Perspective?
250
Section 4
265
Moving from Theory to Practice in Teacher Education Courses
266
The Potential of Web 20 Tools in Writing Classrooms
288
Section 5
437
Preparing for Moving Day with TeleObservation in Social Studies Methods
438
Best Practices and Lessons Learned
449
The Impact of a Collaborative Recursive Model for Teacher Education
467
Application of Computer Digital and Telecommunications Technologies to the Clinical Preparation of Teachers
480
A Call to Action
499
Section 6
518
Ways to Mentor Methods Faculty Integration of Technologies in their Courses
519
Lessons Learned From the Implementation of a TechnologyFocused Professional Learning Community
535
Compilation of References
551
About the Contributors
605
Index
619
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About the author (2012)

Drew Polly is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://education.uncc.edu/abpolly.

Clif Mims (http://clifmims.com) is an Associate Professor in the Department of Instructional Design and Technology at the University of Memphis and is the Executive Director of the Martin Institute for Teaching Excellence in Memphis, Tennessee. Mims is a teacher, researcher, author, speaker, and educational consultant specializing in the effective integration of technology with teaching and learning.

Kay Persichitte is the Dean of the College of Education at the University of Wyoming. Persichitte has extensive experience and background in curriculum and program development, accreditation, standards-based instruction, telecommunications systems and distance instruction, and preservice teacher technology integration. [Editor]

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