Professional Development in the Technology Zone PROCEEDINGS
DeAnna Laverick, Sue Rieg, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As schools integrate technology into curricula, teacher educators must also continue their professional development to lead and inspire undergraduate and graduate students. This study will investigate the perceived technology-related needs of undergraduate and graduate education students; describe current technological practices of teacher educators; and identify steps needed to meet the needs of pre-service teachers, in-service teachers, administrators, and teacher educators. From undergraduate teacher preparation courses through doctoral-level courses in leadership and curriculum, a variety of technology-related learning needs exists. This roundtable presentation will engage participants in a discussion of effective instructional methods that can be used by digital immigrants (Prensky, 2001) to meet the needs of today’s digital natives (Prensky, 2001).
Laverick, D. & Rieg, S. (2010). Professional Development in the Technology Zone. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3287-3292). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2018 from https://www.learntechlib.org/primary/p/33880/.
© 2010 Association for the Advancement of Computing in Education (AACE)
- Aduwa-Ogiegbaen, S.E. (2009). Nigerian inservice teachers’ self-assessment in core technology competencies and their professional development needs in ICT. Journal of Computing in Teacher Education 26(1), 17-28.
- Cakir, R., & Yildirim, S. (2009). What do computer teachers think about the factors affecting technology integration in schools? Ilkogretim Online, 8(3), 952.
- Cuban, L. (2001). Oversold and underused computers in the classrooms. Cambridge, MA: Harvard University Press.
- Gotkas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into preservice teacher education programs. Educational Technology& Society, 12(1), 193-204.
- Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
- Hixon, E., & So, H.J. (2009). Technology’s role in field experiences for pre-service teacher training. Educational Technology& Society, 12(4), 294-304.
- Jacobs, H.H. (Ed.) (2010) Curriculum 2. Alexandria, VA: Association of Supervision and Curriculum Development.
- Kent, A.M. (2009). Using technology to prepare pre-service teachers: Modeling best practices in reading. Journal of Reading Education, 35(1), 50-51.
- Larson, L.C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(8), 638-648.
- Lowry, L. (1993). The giver. Boston: Houghton Mifflin.
- MacDonald, R. (2009). Supporting learner-centered ICT integration: The influence of collaborative and needs-based professional development. Journal of Technology and Teacher Education, 17(3), 315-348.
- Microsoft. (2010). PhotoStory3 for Windows. Retrieved January 13, 2010 from http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx
- Mouza, C., & Wong, W. (2009). Studying classroom practice: Case development for professional learning in technology integration. Journal of Technology and Teacher Education, 17(2), 175-202.
- Ntuli, E., Keengwe, J., & Kyei-Blankson, L. (2009). Electronic portfolios in teacher education: A case study of early childhood teacher candidates. Early Childhood Education Journal, 37(2), 121-126.
- Palak, D., & Walls, R. (2009). Teachers’ beliefs and technology practices: a mixed-methods approach. Journal of Research on Technology in Education, 41(4). 417-441.
- Polly, D., & Moore, J. (2008). The great divide: Preparing pre-service teachers to integrate technology effectively. Educational Media& Technology Yearbook, 33, 17-30.
- Popham, J.A., & Rocque, R. (2004). Faculty-as-students: Teacher education faculty meaningfully engaged in preservice technology course. Computers in the Schools, 2(1/2), 115-126.
- Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5).
- Ohler, J. (2008). Digital storytelling in the classroom. Thousand Oaks, CA: Corwin Press.
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Zawilinski, L. (2009). HOT blogging: A framework for blogging to promote higher order thinking. The Reading Teacher, 62(8), 650-661.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.