A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process

A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process

Judi Simmons Estes (Park University, USA)
DOI: 10.4018/978-1-5225-1624-8.ch040
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Abstract

The purpose of this chapter is to create a sense of urgency for teacher preparation programs to integrate technology into the instructional process. School administrators expect that first-year teachers will know how to integrate technology with instruction to enhance the teaching-learning process (Webb, 2011). Yet, teacher preparation program faculty, do not consistently model the use or pedagogy of technology-infused coursework. The intentional embedding of technology in teacher preparation courses and assignments is critical in developing teacher candidates with requisite technology knowledge and skills for P-12 teaching in the 21st century. This chapter discusses: (a) the need for technology literate teachers, (b) the role of teacher preparation programs, (c) the need for technology literate faculty, (d) one training model for integrating technology into instruction, enhancing Missouri's Instructional Network Teaching Strategies (e-MINTS).
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The Need For Technology Literate Teachers

There is a need for today’s P-12 teachers to be technologically literate which includes: (a) knowing how to use technology tools; (b) demonstrating pedagogy for technology-integrated instruction, (c) having the self-efficacy for implementing pedagogy through integration of technology with instruction.

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