A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process

View Sample PDF

Author(s): Judi Simmons Estes (Park University, USA)
Copyright: 2015
Pages: 16
Source title: Handbook of Research on Educational Technology Integration and Active Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-8363-1.ch004

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process on the publisher's website for pricing and purchasing information.

Abstract

The purpose of this chapter is to create a sense of urgency for teacher preparation programs to integrate technology into the instructional process. School administrators expect that first-year teachers will know how to integrate technology with instruction to enhance the teaching-learning process (Webb, 2011). Yet, teacher preparation program faculty, do not consistently model the use or pedagogy of technology-infused coursework. The intentional embedding of technology in teacher preparation courses and assignments is critical in developing teacher candidates with requisite technology knowledge and skills for P-12 teaching in the 21st century. This chapter discusses: (a) the need for technology literate teachers, (b) the role of teacher preparation programs, (c) the need for technology literate faculty, (d) one training model for integrating technology into instruction, enhancing Missouri's Instructional Network Teaching Strategies (e-MINTS).

The IRMA Community

Research IRM

A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process

Purchase

Abstract

Related Content

IRMA Sponsors