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Jenlink Editorial

Rowman & Littlefield Publishers ePub

Editorial

Teacher Preparation for the Digital Age: Toward New Literacies, Epistemologies, and Pedagogies

Patrick M. Jenlink

We live in a democratic society that is rapidly being reshaped through new media and the advancement of digital technologies.1 These technologies “are fundamentally transforming economies, societies, and cultures worldwide, with consequent changes to education” (Shaffer Nash, & Ruis, 2015, p. 2). As teacher educators we are responsible for preparing each generation of teachers at a time when the technologies of the digital age are fundamentally changing cultures worldwide, enabling forms of communication and knowledge access heretofore never experienced on a global scale. Within this context, we are responsible for preparing each generation of teachers to respect freedom of thought and expression, and we must also prepare teachers to work in a digital ecology of education shaped by the marvels of technology that are enabling citizens to see the world and their society in new ways and through new means of communication.

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Ticknor

Rowman & Littlefield Publishers ePub

Reimagining Pedagogy in Online Teacher Education

(Re)shaping Participation in Literacy and Social Studies Methods Courses

Anne Swenson Ticknor, Christina M. Tschida, and Caitlin L. Ryan

ABSTRACT: With the rise in online course offerings in teacher education, elementary teacher educators are left to reimagine their pedagogies in these new formats in ways that still engage students in learning to be members of a highly interactive profession. Methods courses, in particular, often rely on the embodiment of specific practices, both for teachers and students, which can be challenging to create online. In this article, we examine our process of revising our online literacy and social studies methods courses to include opportunities for more fully embodied teaching and learning. Efforts include adding a series of videos to model instructional practices, modifying assignments to build interactive classroom communities, and organizing web conferences to scaffold participation in a professional community. Students reported feeling more supported, more connected, and more motivated to learn our courses as a result of these activities, therefore translating to more knowledgeable and better-prepared elementary teachers.

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Grote-Carcia

Rowman & Littlefield Publishers ePub

Transforming Social Media Photo Albums into Learning Albums

A Glance into One Teacher Educator’s Experience

Stephanie Grote-Garcia, Nathanael J. Jones, and Norman St. Clair

ABSTRACT: This article provides an overview of learning albums, an original instructional method that transforms online photo albums, such as those found on Facebook or Instagram, into collaborative learning units that invite students to locate, evaluate, synthesize, and communicate online information. One teacher educator’s experience of integrating learning albums into a pre-service teacher education course further illustrates the method. Included are descriptions of specific activities and a brief reflection from the teacher educator.

Sidewalks, wet from a morning rain, stretch beneath yellow leaves that dance precariously in the blustery autumn breeze. Below the leaves, college students file from university campus buildings onto pathways leading to their next classes. Most have their heads craned down, barely aware of their surroundings, oblivious to the rain, cars, and the crisp morning air. A soft, warm glow from an LCD screen bathes each face.

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Riegel

Rowman & Littlefield Publishers ePub

Educational Technology and Teacher Education Programs

A Geographic Information Systems Study

Caitlin Riegel and Yonghong Tong

Abstract: As technology continues to play a major role in education, the ability for pre-service teachers to effectively utilize technology becomes increasingly important. Accreditation bodies like the Council for the Accreditation of Educator Preparation (CAEP) work to ensure that institutions offering teacher education programs meet technology standards; however, literature suggests teachers working in the field are still exceedingly underprepared to utilize technology. In this study, data collected by the U.S. Department of Education and the National Center for Education Statistics regarding technology preparation within teacher education programs in the United States was mapped and analyzed using geographic information systems (GIS) software. Undergraduate programs were found to prepare teachers to a “major extent” to use technology, an average of 9.48 percent of the time, graduate programs 16.37 percent, professional development activities 23.04 percent, training 25.35 percent, and independent learning 46.31 percent. These findings suggest that more technology preparation is needed for pre-service teachers.

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Grande and Whalen

Rowman & Littlefield Publishers ePub

Creating Digital Science Texts

An Opportunity for Teacher Candidates to Understand and Implement Universal Design for Learning

Marya Grande and Jill Z. Whalen

ABSTRACT: This article investigated general education teacher candidates’ (TCs) use and understanding of universal design for learning (UDL) principles and their impact on digital science texts created for elementary students in inclusive classrooms. Mixed methods examined pre- and posttest surveys and reflections of 16 TCs enrolled in a science methods course. Data indicated that TCs significantly increased their comfort level using technology with students with and without disabilities from pretest to posttest. While qualitative data demonstrated that TCs were able to identify the barriers faced by students using traditional text and able to identify UDL solutions in their digital texts, there were no significant differences from pretest to posttest on their ability to identify barriers and solutions in a traditional science lesson plan. Implications for teacher education and future research are offered.

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