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A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 28, Number 4, ISSN 2153-2974

Abstract

Emergent technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in effective ways. The federal initiative Preparing Tomorrow's Teachers to Use Technology (PT3) was launched in 1999 to address this challenge. Start-up funding to establish the National Technology Leadership Coalition (NTLC) was included among the 400 grants awarded through this effort. The NTLC includes representation by the teacher educator associations for the core content areas and corresponding educational technology associations. Despite the progress that has been made, there is still a continuing need to explore how emergent technologies can best be integrated into teaching and teacher preparation. This article provides an overview of the most recent plans across the NTLC teacher education associations to address their stated goal of increasing the use of emergent technologies to teach content across disciplines. It describes a framework for instructional innovation in the preparation of tomorrow's teachers. The framework of technological pedagogical content knowledge (TPACK) builds on Shulman's (1986) notion of pedagogical content knowledge.

Citation

Dilworth, P., Donaldson, A., George, M., Knezek, D., Searson, M., Starkweather, K., Strutchens, M., Tillotson, J. & Robinson, S. (2012). A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers. Journal of Digital Learning in Teacher Education, 28(4), 130-132. Retrieved August 23, 2019 from .

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