2022 Teaching & Assessment Symposium
Educational Technology Course Improvement for Teacher Preparation Programs at UNC
Location
Virtual
Description
Educational technology integration is exponentially increasing across curricula (Voithofer & Nelson, 2020). The capacity of technology to improve student learning outcomes depends significantly on how teachers incorporate technology into their practice (Tamim et al., 2011). Teacher education programs must provide teachers with the skills for truly effective technology implementation (Dong & Mertala, 2019). Recent findings show teacher preparation programs need more robust programming (Alelaimat et al., 2021). Hager (2020) predicts it is likely technology used in teacher preparation programs will continue changing as technology rapidly evolves. As these changes develop, future teachers need time for support, processing, and skill application in novel situations (Ferdig et al., 2020). Within technology-rich schools, gaps persist in effectively implementing technology-infused instruction. During this presentation we will discuss the results of a study to determine content needed within pre-service teacher educational technology courses, to evaluate growth in teacher competencies, and provide recommendations for effective educational technology courses. The results and implications of our study may assist other teacher preparation programs on how to analyze courses offerings, and identify areas of educator growth compared to school district expectations.
Educational Technology Course Improvement for Teacher Preparation Programs at UNC
Virtual
Educational technology integration is exponentially increasing across curricula (Voithofer & Nelson, 2020). The capacity of technology to improve student learning outcomes depends significantly on how teachers incorporate technology into their practice (Tamim et al., 2011). Teacher education programs must provide teachers with the skills for truly effective technology implementation (Dong & Mertala, 2019). Recent findings show teacher preparation programs need more robust programming (Alelaimat et al., 2021). Hager (2020) predicts it is likely technology used in teacher preparation programs will continue changing as technology rapidly evolves. As these changes develop, future teachers need time for support, processing, and skill application in novel situations (Ferdig et al., 2020). Within technology-rich schools, gaps persist in effectively implementing technology-infused instruction. During this presentation we will discuss the results of a study to determine content needed within pre-service teacher educational technology courses, to evaluate growth in teacher competencies, and provide recommendations for effective educational technology courses. The results and implications of our study may assist other teacher preparation programs on how to analyze courses offerings, and identify areas of educator growth compared to school district expectations.
Comments
Lightning Talk Session 3