iPad: Integrating Positive, Active, Digital Tools and Behaviors in Preservice Teacher Education Courses

iPad: Integrating Positive, Active, Digital Tools and Behaviors in Preservice Teacher Education Courses

Ursula Thomas (Georgia Perimeter College, USA)
DOI: 10.4018/978-1-4666-8363-1.ch013
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Abstract

It is the unavoidable and it is not going away. The gravity of technology has firmly planted itself in our daily existence and yes, this includes teacher education. As technology has because our normative environment in daily life it has also become normative in educator preparation; our new oxygen. This commonplace element is hailed as a tool of equity for learners, preschool through college. Our current populations of learners are digital natives, but many educational leaders are digital tourists. As we look to challenge the traditional notions of distance learning, program offerings, and educator preparation models we must rapidly embrace the persona of the digital native to increase relationships with those we prepare as teachers while at the same time valuing and increasing diversity and voice. This chapter seeks to examine how a teacher educator engages preservice teachers in the world of diversity using technology.
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Background

Technology is received by its’ critics as “the next new thing” with each application, product or latest version. More importantly, technology has its own unique challenges, perspectives and characteristics. Technology education has progressed through many cycles for the past 100 years and continues to develop as the principal channel for preparing children and youth in technological literacy.

Key Terms in this Chapter

Diversity: Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. The types of diversity compulsory for addressing the elements on candidate interactions with diverse faculty, candidates, and P – 12 students are stated in the rubrics for those elements.

Technology Education: The study of technology, which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities ( NCATE, 2010 ).

Cultural Background: The context of one’s life experience as shaped by membership in groups based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

Information Technology: Computer hardware and software; voice, data, network, satellite and other telecommunications technologies; and multimedia and application development tools. These technologies are used for the input, storage, processing, and communication of information.

Best Practices: Techniques or methodologies that, through experience and research, have proven to lead reliably to a desired result.

Content: The subject matter or discipline that teachers are being prepared to teach at the elementary, middle, and/or secondary levels. Content also refers to the professional field of study (e.g., special education, early childhood education, school psychology, reading, or school administration).

Distance-Learning.: A formal educational process in which instruction occurs when the learner and the instructor are not in the same place at the same time. Distance-learning can occur through virtually any media including asynchronous or synchronous, electronic or printed communications.

Exceptionalities: Physical, mental, or emotional conditions, including gifted/talented abilities, which require individualized instruction and/or other educational support or services.

Assessment: An evaluated activity or task used by a program or unit to determine the extent to which specific learning proficiencies, outcomes, or standards have been mastered by candidates. Assessments usually include an instrument that details the task or activity and a scoring guide used to evaluate the task or activity.

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