A Case Study Exploring the Preservice Technology Training Experiences of Novice Teachers

This qualitative study was designed to identify and explore the preservice technology training experiences of novice teachers and examine their perceptions of how well their teacher preparation program prepared them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS•T). Data were collected by following an instrumental case study design utilizing semi-structured interviews, documents, and field notes. Simultaneous collection and analysis of the data helped the researcher to create a deeper understanding of the technology training experiences of novice teachers. The findings of this study revealed that novice teachers believe there was a lack of emphasis on technology integration in their teacher preparation program outside of the one required technology course. They expressed a need for technology training to be integrated across the curriculum. They wanted to be provided with authentic learning experiences so they could connect the theory to the practice in relation to technology integration. They wanted more time to practice, reflect, and plan student-centered, technology-rich lessons and they wanted to see all teacher education faculty modeling technology so connections could be made between the technology tools and the appropriate uses of these tools within their content areas. Last, they believe future preservice teachers need more hands-on experiences in creating student-centered, technology-rich lessons, not just within the one required technology course, but throughout their teacher preparation program. Furthermore, 90 percent of the participants expressed a need for more exposure to the technology standards. They stated the only place they were exposed to these technology standards was in the one required technology course and felt that one semester was not enough exposure for them to learn how to implement each of the standards with confidence. All stated they would have liked to have seen all faculty members throughout the teacher preparation program incorporate these technology standards into their teaching, so they would have been provided with adequate exposure to the technology standards

Factors that influence clinical placements for teacher candidates

In 2010, President Barack Obama\u27s administration committed to reevaluate funding streams for No Child Left Behind (NCLB). This effort supported state and local initiatives designed to strengthen teacher quality. While a number of studies have examined preparation programs, candidate efficacy, and even candidate induction and attrition; few studies have sufficiently documented the factors that influence cooperating teachers\u27 decision to mentor teacher candidates. This descriptive study identified in-service teachers\u27 perceptions of the challenges and benefits to mentoring teacher candidates, investigated these perceptions across specific demographic aspects, and school designation (PDS or NON-PDS). Using the Teacher Perceptions questionnaire, the researcher collected data from in-service teachers. In addition to exploring the challenges and benefits of mentoring teacher candidates from the perspective of in-service teachers, this study also examined the effect of limited clinical placements on teacher preparation programs. Findings from this study indicated that even though the majority of teachers surveyed believe that mentoring teacher candidates is a professional obligation. Even though doing so adds to the already heavy load of classroom teaching. There was no significant relationship between gender, size of institution, level of education, and years of teaching experience. This study provided a snapshot of teacher perceptions in the eastern Mid-Atlantic region of the United States, adds to the available information on teacher candidate placements and clinical experiences, and provides insights for future research

Excellence in Education, Summer 2010

Inside this issue: -- Secretary of Education Visits UNI -- The Dalai Lama to Visit UNI -- CEESTEEM -- Collaborative for Disabilities -- Literacy -- Global Forum for PE -- Pema Yangchen: Student Profile -- HPELS Hall of Excellence 2009 Inductees -- U.S. Department of Education Awards $9 Million Teacher Quality Partnership Grant to State of Iowa -- 09 Summer Storms Damage Price Lab -- COE Awards Celebration -- COE New Hires/Retirees -- Faculty Award Winners -- In Memory -- Kindergym -- Professional Development Schools -- Price Lab School Summer Camps -- PLS Honored as Recipient of First ASCD Vision in Action Award -- Price Lab Students Excel in Academics and Sports -- The State\u27s R & D School -- Price Lab School Summer Camps -- UNI Strengthening and Conditioning -- Department of Educational Leadership -- Counseling and Post Secondary Education: Student Affairs -- Regents Teacher Intern License Program Receives Student Board Approval -- Iowa Core Curriculum -- Susan Christopherson -- Glenn Nelson\u27s Farewell Tour -- Class Notes -- Meet tomorrow\u27s promising educators -- Mildred Middleton -- Donors -- Andrea Elliothttps://scholarworks.uni.edu/coeeiemagazine/1001/thumbnail.jp

Infusing interactive whiteboard technology into initial teacher education

This project examined the impact of collaboration between associate teachers and teacher candidates on the infusion of technology into the elementary classroom. Specifically, the research focused on the use of interactive whiteboard technology. Six teacher candidate-associate teacher pairs were brought together for training on the use of interactive whiteboards. Together they worked to design and implement classroom lessons using this technology. Data were collected from interviews with teacher candidates and associate teachers. Participants commented on the positive effects that collaboration had on the successful integration of technology in their junior-intermediate classrooms and the high level of student engagement. This project illustrates the importance of professional learning, community, and collaboration in successful technology infusion efforts

Full Issue: Journal on Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021

The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellenc

A Distance-delivered Teacher Education Program for Rural Culturally and Linguistically Diverse Teacher Candidates

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program’s design and implementation phases, a focus on cultural responsiveness to the candidates’ needs, their rural settings, and high populations of Latino/a students in the rural areas in which they were trained is presented. Assessment of each implementation phase guided program practice for the participants’ training as effective teachers. Relevant discussion indicates that even with responses to the pre-service teachers’ academic, social, and financial needs, issues of communication and barriers imposed by distances emerged. Additionally, while collaborative bonds among the partner institutions facilitated the candidates’ training as effective teachers, the building of multi-institutional partnerships concurrently with the implementation phases caused participants and implementers stress

A Comparison of the Similarities and Differences between Traditionally and Alternatively Prepared First Year Secondary Teachers in a Large Middle Georgia School District

This mixed-method study examined mentor teachers\u27 perception of the extent to which first-year teachers exhibit the knowledge, skills and dispositions of accomplished teachers during the 2008-2009 school year in a large school system in central Georgia. The data, collected from an online survey of mentor teachers, were compared to the data gathered from responses of six teachers from that same system in open-ended interviews which were conducted during the beginning weeks of their second year of teaching. Comparisons were made based on route to certification of the first-year teacher. The highest rated skill in both certification groups was in building of relationships with colleagues and students. The lowest rated skills in both certification groups were in using student assessment for planning and differentiating instruction. Alternatively certified teachers had higher mean ratings on three of the twenty-three indicators: classroom organization, accurate communication of directions and procedures and seeking to grow professionally. Traditionally certified teachers were rated higher by their mentor teachers on all other indicators. Interview responses from teachers who had completed their first year of teaching confirmed the survey data. Implications include additional preparation of both groups of teachers in data driven planning and differentiation of instruction and strong mentoring programs for all beginning teachers

22nd Annual Conference Program

Professional and Organizational Development Network in Higher Education: Mission Statement Welcome 1997-98 Core Committee Executive Directors/Presidents Acknowledgments Conference Overview Sessions Resort Conference Cente

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices