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The Iron Grip of Productivity Software within Teacher Education
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Author(s): Joan E. Hughes (The University of Texas at Austin, USA), Gloria Gonzales-Dholakia (The University of Texas at Austin, USA), Yu-Chi Wen (The University of Texas at Austin, USA)and Hyo-Jin Yoon (The University of Texas at Austin, USA)
Copyright: 2012
Pages: 22
Source title:
Developing Technology-Rich Teacher Education Programs: Key Issues
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA)and Kay A. Persichitte (University of Wyoming, USA)
DOI: 10.4018/978-1-4666-0014-0.ch012
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Abstract
This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.
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