Mary Herring

Integrating Technology during Student Teaching: An Examination of Teacher Work Samples.

Abstract This study examined the teacher work samples of 197 student teachers to determine their level of technology integration during student teaching. Findings indicated that most student teachers planned to use some kind of technology, although only 40% planned to include computers and less than 20% planned for the use of computers by students. The barriers to technology integration were most of en related to instruction (e.g., the technology did not serve the learning goals and the technology was not developmentally appropriate) rather than a lack of available resources and time. These findings may be explained in part by the unique character of the teacher work sample (TWS) data, which prompts student teachers to report on their technology use during a single unit of instruction.

Emerging Qualities of Effective Teaching: Embracing New Literacies

Abstract In response to calls for changes in teaching and teacher education, the authors propose a framework for change called the Emerging Qualities of Effective Teaching Continuum. The continuum integrates critical components that identify the movement of education from a teacher-centered focus toward a focus in which teacher and student work together to shape the learning process in a technologically enhanced world. This new focus requires both students and teachers to embrace new literacies that have been reframed for the demands of a global context.

Sharon and Mary’s Voices: Sisterhood—The Journey

While others talk about what influenced their individual lives, we are offering the way our lives interlaced so, that there was a professional and personal confluence measured by all that we endeavored throughout the years, beginning in 1992. We feel that our story should begin with the serendipitous event that brought us together and lead you through all that we discovered along the way. In the telling of our journey, we share our insights into perspectives of an odyssey that resulted in a lasting collaboration and friendship.

Exploring the Intel Teach Elements in Teacher Education

This chapter reviews the integration of ICT through the development of preservice teacher Technological, Pedagogical, Content Knowledge (TPACK), as well as how the Intel Teach Elements (Elements) have been used to develop teacher knowledge of pedagogy and technologies. In this context, results are shared on the use of the Elements course modules within four teacher educator preparation institutions. Presented are those Elements courses and modules that were used, how they were used within teacher education coursework, and how preservice teacher TPACK changed as a result of being enrolled in a course where they were part of course activities. Data were collected through multiple measures, including a pretest/posttest preservice teacher survey and pretest/posttest performance assessment, which allowed for preservice teacher TPACK to be analyzed. An open-ended faculty questionnaire was also used to describe the integration of the courses or modules, faculty satisfaction, and future plans for Elements use within coursework. Results indicated that faculty integrated the resources into face-to-face, blended, and online modes of instruction using them as both a curricular resource and as part of lesson design projects. Results also suggested that preservice teacher knowledge of each of the TPACK constructs increased at statistically significant levels.

Handbook of technological pedagogical content knowledge (TPACK) for educators: Second edition

In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims to describe the knowledge base of teaching with technology, understandings on what teacher knowledge is and how this can be developed is addressed next. Finally we elaborate how teaching with technology can be developed, and particularly address learning technology by design.

Introduction to the second edition of the TPACK handbook

In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims to describe the knowledge base of teaching with technology, understandings on what teacher knowledge is and how this can be developed is addressed next. Finally we elaborate how teaching with technology can be developed, and particularly address learning technology by design.

A New Experience Awaits You in Jacksonville, Florida

TechTrends • July/August 2011 Volume 55, Number 4 have limited the kinds of materials and programming that the SMS can provide. Extreme cuts such as those faced in New Jersey have caused the termination of SMS positions, and in worst cases, elimination of school libraries altogether. At the NJASL meeting, attendees focused efforts on responding to these state budget reduction approaches in an effort to communicate the critical nature of the SMS services and access to instructional media resources and facilities. Another change in SMS responsibilities has arisen as a result of increased emphasis on standardized testing through the No Child Left Behind (NCLB) legislation. Many SMS professionals have been given the responsibility of administering such tests, often with considerable time requirements involved. The provision of extensive amounts of time for testing suggests the loss of time for other activities, such as instructional programming. Conversely, some SMS personnel are finding themselves the caretakers of class sections (or grade levels) that are not currently in the testing queue. This changing role indicates a need for strong communication channels among all instructional stakeholders— teachers, SMS’s, and administration— to determine the most effective use of everyone’s time and to strategize ways to leverage SMS access to students that supports targeted learning outcomes. Teachers have been under substantial pressure in responding to the requirements of NCLB, but the ability of the SMS to serve as an important instructional resource, as well as an educator, can provide some valuable support in the context of standardized testing. Through the many formal and informal interactions I have had the benefit of during this current AECT leadership role, I have come to appreciate the many, changing facets of the SMS profession. However, one requirement seems to be a constant—the desire to improve the educational experience for children of all ages. Thank you to the authors in this issue of TechTrends who have contributed to increasing our collective understanding of changes and challenges for the school media specialist. 2011 AECT Conference Update