Arlene Borthwick

Achieving Successful School-University Collaboration.

This research used Q methodology and follow-up interviews to investigate essential elements required to establish and maintain successful school-university partnerships as reported by principals, teachers, and university coordinators in 10 partnerships. Of the partnerships, five were voluntary and grant-related and the other five were required by the district for Chicago public schools on probation. Analysis of the 34 Q sorts (54 items based on a grounded theory of partnership process) identified five factors representing different perspectives on key elements for successful partnerships, with participants tending to load on factors based on member position and/or context of the partnership.

Special Article Personal Wearable Technologies in Education: Value or Villain?.

Abstract Wearable personal learning technologies can gather data from the person wearing the device or from the surrounding environment and enable that data to be transferred to another device or shared via the cloud. Wearable technologies can serve as a valuable asset in the classroom enhancing differentiation of instruction and student engagement. They also can assist students with a variety of physical limitations. Data collection from these wearable personalized learning technologies enables the building of student profiles—leading to a “quantified” self for assessment and instruction. However, the proliferation of wearable devices may also increase concerns about privacy and security of data, dependence on outside vendors for storage and analysis of big data, and access by students of all socioeconomic levels. Addressing these issues in the teacher education curricula suggests added emphasis on affordances for instruction, digital citizenship, and a code of ethics related to data use. Classroom application represents one area for research by and about innovative educators.

Building Learning Communities to Increase Faculty and Preservice Teacher Use of Technology

Abstract Effective learning communities connect members so that they can share knowledge and experience. This article examines the process and out-comes of building learning communities to increase faculty and preservice teacher use of technology through PT3 funding at three institutions: National-Louis University the University of Houston, and the University of Vermont. Strategies implemented as well as achievements and challenges for each project are outlined. Recommendations include reinforcing common goals and mutual benefits, connecting distant community members through online communication, dynamic configurations for networking, and incentives for faculty participation. Successful learning communities require nurturing to reduce isolation through improved communication and active participation.

Digital Literacy in Teacher Education: Are Teacher Educators Competent?

Why Should We Care Whether Teacher Education Faculty Are Competent? With a revision of the International Society for Technology in Education (ISTE) Standards for Teachers to be released at ISTE 2017, we will expect, once again, teacher preparation programs to enable candidates to design learning environments and experiences that leverage digital tools and resources that maximize student outcomes. Accreditors accentuate the role of educator preparation providers (EPPs) through standards such as the Council for the Accreditation of Educator Preparation (CAEP) Standard 1.5: