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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
Copyright: © 2015 |Pages: 24
ISBN13: 9781466683631|ISBN10: 1466683635|EISBN13: 9781466683648
DOI: 10.4018/978-1-4666-8363-1.ch013
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MLA

Thomas, Ursula. "iPad: Integrating Positive, Active, Digital Tools and Behaviors in Preservice Teacher Education Courses." Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, IGI Global, 2015, pp. 268-291. https://doi.org/10.4018/978-1-4666-8363-1.ch013

APA

Thomas, U. (2015). iPad: Integrating Positive, Active, Digital Tools and Behaviors in Preservice Teacher Education Courses. In J. Keengwe (Ed.), Handbook of Research on Educational Technology Integration and Active Learning (pp. 268-291). IGI Global. https://doi.org/10.4018/978-1-4666-8363-1.ch013

Chicago

Thomas, Ursula. "iPad: Integrating Positive, Active, Digital Tools and Behaviors in Preservice Teacher Education Courses." In Handbook of Research on Educational Technology Integration and Active Learning, edited by Jared Keengwe, 268-291. Hershey, PA: IGI Global, 2015. https://doi.org/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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