21st Century Pre-service Teacher Technology Training: What Do Five Years of Research Tell Us?

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Lambert, J. & Gong, Y. (2009). 21st Century Pre-service Teacher Technology Training: What Do Five Years of Research Tell Us?. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 2199-2204). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31784.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
ISBN 1-880094-73-8
  George Siemens & Catherine Fulford
AACE

More Information on EDMEDIA
Table of Contents

Authors

Judy Lambert, The University of Toledo, United States; Yi Gong, Keene State College, United States

Abstract

Critical times make it imperative that we transition educational technology courses to better prepare pre-service teachers for 21st Century classrooms. A Midwestern university made major revisions in 10-12 sections of an educational technology course to concentrate primarily on pedagogy and curriculum and secondarily on the role of technology to promote these. Additionally, 21st Century skills such as critical thinking, information literacy, nonlinear thinking, and collaboration provided students with reasons to use technology in the classroom. Over the course of five years, course revisions have shown significant and positive changes in students’ attitude, computer ability, and self-confidence. This report provides summaries of each year’s investigation and explains how the more advanced course and its results support Mishra and Koehler’s TPCK framework and Rogers’ Adoption theory.

Also Read

• Does Teaching Presence Change Over Time?
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Designing Flexible Learning: Learning With Each Iteration
• Digital Storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology
• Strategies for teacher professional development on TPACK, Part 2
• Investigating Digital Storytelling and Portfolios in Teacher Education
• Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project
• Researching and Evaluating Digital Storytelling as a Deep Learning Tool

Tags