Kimberly Kimbell-Lopez

Adoption of information communication technology by teacher educators: one-on-one coaching

Abstract Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency.

Developing Digital Literacy in the Middle School Classroom

ABSTRACT Students are growing up in a digital world where technology is constantly changing and evolving. However, their use of these technologies is often more social rather than academically as a way to advance their understanding of key concepts or skills as it relates to instructional content. Teachers know how to teach, and our students are definitely not afraid of digital tools, so our job as teachers is to merge good, sound teaching practices with media that helps students tap into the digital world in which they live. This article shares the process that was followed as 36 Grade 7 and Grade 8 students participated in a 9-week digital media course. The framework of the course used a highly scaffolded format that incorporated various technology tools while also exposing students to aspects of language arts and process writing. Throughout the 9-week course, the role of teacher and students constantly shifted as new roles were taken on by “experts” (the students) who emerged as part of the process.