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Rethinking Technology in Teacher Education Programs: Creating Content-Centric Learning Environments
Abstract
This chapter is organized around shifting paradigms of information literacy, instructional literacy, and technology literacy. Information literacy focuses on the questions of what knowledge management is. Instructional literacy advocates the promotion of new teaching methods rather than new technology. Technology literacy should be rise from grounded contexts rather than be considered a skill. The chapter explores the impact of these shifts on the role of teacher, student, and content to promote knowledge creation (learning). The authors seek to identify the most effective ways to present instruction. Finally, the chapter discusses technology literacy as the merging the two constructs—teaching and using technology.
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