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Technology in the Elementary Education Teacher Program

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by

Guy Trainin

on 20 October 2016

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Transcript of Technology in the Elementary Education Teacher Program

Part of Program Transformation
Results
Research
Mobile Teaching
and Learning
Technology in
Elementary
Teacher Education
Program

UNL Tech
EDGE
San Francisco
(cc) photo by Metro Centric on Flickr
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
Ell
Pedagogical Content Knowledge
Capstone Experience
Classroom Management
Technology
Integration
RtI
Program Assessment
a classroom set-
30 iPads for
instructors and
students 24/7
across all
locations
Methods
Classes
Literacy Block
Summer-
Reading Center
Math Block
Science Ed
Preparing world class educators to teach all students to participate and lead in the 21st century
Educating in Digital and Global Environments
PD Conference
YouTube/ iTunesU Podcast
Coaching of Student Teacher/ Cooperating Teacher dyads
Promising practice
Easy to implement
Requires little tech support
Students support each other
Challenges
Supporting student learning
Connectivity support
Support in schools
Bringing faculty along
Tablet
Requirement
Classrooms of the future
Results
What we learned
Changes in teacher education bring about major changes in the field

Cooperating with stake holders at all levels moves the agenda forward

Change, learning, and research must be constant
Current Directions
Triarchic Model of Teacher Education

Class for cooperating teachers

Students in tech practicum

Rousseau Model

Publication

Research measuring impact

Tech SIG as working group

Tech EDGE Refunding

Grants
It is possible to significantly increase TPACK knowledge of pre-service teachers

Collaboration between classroom teachers and student teachers with the support of a coach leads to an innovative student teaching model

The Tech EDGE model of professional development for pre-service, in-service, and university teachers impacts technology integration at three essential levels, with children benefiting.

The Triarchic Model of Teacher Education proceeds from this research supporting CT and ST with a coach.

“You have to both want to do it to make it work.” (CT Dyad 4)

“I think it gave us a bond. It gave us something to bond around. This is difficult for you, it’s difficult for me too. It gave us a talking point each week to talk about.” (CT Dyad 2)

“I think for us it really effected that collaboration because we had to come together just as a team and through this is what would work well and this is what wouldn’t work well. And also some of the issues that would come up as we deal with technology. But collaborating together and trying to work that out is important.” (ST Dyad 4)

ST & CT Both Become Learners
Full transcript