Technology Infusion and the Development of Practice: The Quest to Create Digitally Able Teachers

Autor/inn/en	Sprague, Debra R.; Zumpano, Nicole M.; Richardson, Jayson W.; Williamson, Jo; Gray, Lucy
Titel	Technology Infusion and the Development of Practice: The Quest to Create Digitally Able Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2023) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Technology Integration; Technology Uses in Education; Preservice Teacher Education; Preservice Teachers; Field Instruction; Microteaching; Computer Simulation; Student Teaching; COVID-19; Pandemics; Program Design; Teacher Educators; Technological Literacy; Instructional Effectiveness; Standards; Web Based Instruction; Partnerships in Education; Elementary Secondary Education; Mentors + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung; Praxisklasse; Computergrafik; Computersimulation; Teaching practice; Unterrichtspraxis; Programme design; Programmaufbau; Programmplanung; Teacher education; Education; Lehrerbildung; Technisches Wissen; Unterrichtserfolg; Standard; Web Based Training; Hochschulpartnerschaft
Abstract	The third pillar of technology infusion is practice, providing numerous opportunities in multiple settings for teacher candidates to practice teaching with technology and to reflect on their experiences. Drawing from sociocultural theories of learning and change, this article offers a theoretical justification of this pillar and unpacks how infusing practice-based technology preparation will improve new teachers' ability to use technology in their classrooms. The authors discuss multiple types of practice, both in the teacher education courses and in K-12 field experiences. They argue that teacher preparation programs have been shifting to practice-based approaches for over a decade. However, not all preparation programs have adopted practice-based approaches that support the vision of a technology infusion approach. The article concludes with a discussion of design recommendations for practice elements of technology-infused programs needed for success. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01