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Preparing Next Generation Elementary Teachers for the Tools of Tomorrow

Preparing Next Generation Elementary Teachers for the Tools of Tomorrow

Oliver Dreon, Jennifer Shettel, Kevin M. Bower
Copyright: © 2018 |Pages: 17
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch106
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MLA

Dreon, Oliver, et al. "Preparing Next Generation Elementary Teachers for the Tools of Tomorrow." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 2224-2240. https://doi.org/10.4018/978-1-5225-5631-2.ch106

APA

Dreon, O., Shettel, J., & Bower, K. M. (2018). Preparing Next Generation Elementary Teachers for the Tools of Tomorrow. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 2224-2240). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch106

Chicago

Dreon, Oliver, Jennifer Shettel, and Kevin M. Bower. "Preparing Next Generation Elementary Teachers for the Tools of Tomorrow." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 2224-2240. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch106

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Abstract

This chapter examines the results from ongoing research of an authentic, problem-based learning (PBL) project. Embedded in an instructional technology course, the project was designed to help preservice teachers develop technological pedagogical content knowledge (TPACK) necessary to successfully incorporate digital tools and applications in elementary classrooms (Harris, Mishra, & Koelher, 2009). The project partnered the preservice teachers with local elementary school classrooms where they served as instructional designers to develop digital media in support of a flipped classroom initiative. Results indicate that the semester-long PBL-based assignment significantly impacted the preservice teachers' TPACK development in several critical areas and can serve as a model for advancing next generation teacher education. Overarching themes that emerged and recommendations for future research are offered as well.

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