Mia Kim Williams

Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools.

Abstract This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching. These are important considerations for teacher education programs of the 21st century.

Innovators in Teacher Education: Diffusing Mobile Technologies in Teacher Preparation Curriculum.

Abstract The purpose of this study is to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative. We used a questionnaire consisting of open-ended items to identify teacher preparation institutions that are functioning as innovators in this area and to determine their adoption method. Our results indicate the innovators are using a variety of methods as they explore the possibilities, but, as a whole, we have not yet reached the tipping point necessary for this innovation to take hold. As we are in the early stages of what could become a movement, we anticipate that this article will stimulate some forward momentum and cross-institution sharing.

Changing Teacher Education Faculty: Mission Possible

Abstract This study evaluates a Preparing Tomorrow’s Teachers to Use Technology (PT3) project that endeavored to improve teacher educators’ uses of technology so as to influence future teachers. This PT3 project sought to build on a foundation of key characteristics of teacher education programs thought to be exemplary in the use of technology throughout their programs. The authors evaluate the progress of teacher educators in the integration of technology in their classes. The data analysis reveals that a critical mass of faculty used technology with students in their courses and that the uses were aligned with the National Educational Technology Standards for Teachers (NETS•T).

Staff Development to Provide Intentional Language Teaching Technology-Rich K-8 Multicultural Classrooms

Abstract Teams of pre-service and in-service elementary teachers attended workshops, learned technology applications, and designed curricular units that incorporated technology during staff development accomplished through a Preparing Tomorrows Teachers to Use Technology (PT3) U.S. Department of Education grant. Training focused on development of Units of Practice (UOP) with integration of technology, academic standards, and the ESL Standards for Pre-K-I2 Students (TESOL, 1997). Teacher teams infused strategies for culturally and linguistically diverse students to provide intentional language teaching for English language learners. Although the Practicum Plus Program was found to be effective, the authors noted difficulties encountered in recruiting participants.

Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument

Abstract Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers’ meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.