Developing Technology-Rich Teacher Education Programs: Key Issues

Developing Technology-Rich Teacher Education Programs: Key Issues

Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA) and Kay A. Persichitte (University of Wyoming, USA)
Indexed In: SCOPUS
Release Date: January, 2012|Copyright: © 2012 |Pages: 625
DOI: 10.4018/978-1-4666-0014-0
ISBN13: 9781466600140|ISBN10: 1466600144|EISBN13: 9781466600157
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Description & Coverage
Description:

Though technology is expanding at a rate that is alarming to many skilled laborers concerned for the welfare of their industry and jobs, teachers should feel safe in their position; however, teachers who refuse to adapt to technology will be left behind.

Developing Technology-Rich Teacher Education Programs: Key Issues offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe. Contributors from 32 universities from around the world came together as authors of case studies, methodologies, research, and modeling to produce the work that went into this reference work. The target audience for this book includes faculty, leaders, teacher educators, and administrators within higher institution and every level of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Blackboard
  • Content Area and Methods Knowledge and Technology
  • Content Specific Experiences
  • E-Learning
  • Foundational Knowledge and Technology
  • Higher Order Thinking Skills
  • Moodle
  • Social Networking
  • Technology Acceptance Model
  • Web 2.0 for Collaboration
Reviews and Testimonials

This book offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe. Teacher educators are, indeed, fortunate to have this opportunity to make informed decisions that will transform teacher education at this important moment in the history of education.

– Kyle L. Peck, Associate Dean for Outreach, Technology, and International Programs and Professor of Education at Penn State University, USA

The book addresses frameworks for technology integration, integration of Web 2.0 tools into teacher education programs, integration of technology into teacher education courses, technology integration across the content areas, technology-rich clinical and student teaching experiences, and supporting faculty in technology-rich teacher education programs. Written for use by a seasoned teacher educator or one just beginning, one who is well-versed in technology and Web 2.0 or one who has never used a computer, these chapters will educate, inspire, and encourage other teacher education professionals to incorporate technology and to support their learners and colleagues in the integration of technology into all classrooms, at all levels of education and in all curriculum areas and other areas throughout the school setting

– Sara Marcus, American Reference Books Annual
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Editor/Author Biographies
Drew Polly is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://education.uncc.edu/abpolly.
Clif Mims (http://clifmims.com) is an Associate Professor in the Department of Instructional Design and Technology at the University of Memphis and is the Executive Director of the Martin Institute for Teaching Excellence in Memphis, Tennessee. Mims is a teacher, researcher, author, speaker, and educational consultant specializing in the effective integration of technology with teaching and learning.
Kay Persichitte is the Dean of the College of Education at the University of Wyoming. Persichitte has extensive experience and background in curriculum and program development, accreditation, standards-based instruction, telecommunications systems and distance instruction, and preservice teacher technology integration.
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Editorial Review Board
  • Clif Mims, University of Memphis, USA
  • Kay Persichitte, University of Wyoming, USA
  • Drew Polly, University of North Carolina at Charlotte, USA