International Society for Technology in Education nationally adopted standards that verbalize what teacher educators, educators, and educational leaders should be able to do regarding technology integration in educational contexts.
Published in Chapter:
From Start to Finish: A Programmatic Approach to Digital Literacy in Teacher Education
Amanda R. Hurlbut (Texas Woman's University, USA), Sarah McMahan (Texas Woman's University, USA), Aimee Myers (Texas Woman's University, USA), Karen Dunlap (Texas Woman's University, USA), and Rebecca Fredrickson (Texas Woman's University, USA)
Copyright: © 2020
|Pages: 28
DOI: 10.4018/978-1-7998-1461-0.ch001
Abstract
The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.