Teacher Education for the 21st Century Classroom: Spanning the Digital Divide
Michelle Beech, Debbie VanOverbeke, Rhonda Bonnstetter, Southwest Minnesota State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teacher education is integral in developing the connections and interactions among content, pedagogy, and technology. We believe the alignment of teacher education with the TPCK model to strengthen mathematical teaching and learning is enhanced when integrated with the National Council of Teachers of Mathematics standards and the National Educational Technology Standards and Performance Indicators for Teachers developed by the International Society for Technology in Education The first three NET-T standards, in particular, provide depth and synchronicity to the TPCK model by reinforcing its basic tenets of 1) imagination, 2) creative design, and 3) learning to work in a global society with emerging technologies (ISTE, 2008). This article explores how to effectively teach preservice teachers instructional strategies in genres that integrate solid competencies in content, pedagogy, and technology to meet the needs of all grades Pre-K-12 students in the area of mathematics.
Beech, M., VanOverbeke, D. & Bonnstetter, R. (2009). Teacher Education for the 21st Century Classroom: Spanning the Digital Divide. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3104-3111). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Michelle Beach, Southwest Minnesota State University, United States; Louella Aronson, DIckinson State University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 220–221
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