Abstract:

In December, 2016, the U.S. Department of Education released the fifth iteration of its National Education Technology Plan, a sweeping vision of how technology should be used in schools. The plan criticizes the current state of teacher-preparation programs, saying that across the board, they are failing to prepare teachers to use technology effectively and flexibly to create more student-centered learning. Instead of a stand-alone course on educational technology, the report said, programs should incorporate educational technology in all courses. New teachers should be ready from day one to select and use apps and digital tools that support their states' learning standards, department officials decreed.

The idea of teacher technology competencies is a problem for education internationally. In the past two years, the International Society for Technology in Education (ISTE) has published refreshed and updated standards for Students (2016), Educators (2017) and is currently in the process of revising School Administrator standards. The revised standards create a framework for appropriate, creative and purposeful use of educational technologies with distinctive outcomes.

Higher Education institutions have an ongoing concern with how to effectively share, interpret and apply professional learning around these standards and the supporting skill sets for effective and substantive implementation. In order for K-16 students to develop the knowledge and skills recommended by ISTE, their teachers must be able to master ISTE Educator standards. These goals can only be attained if faculty working in colleges of education have sufficient knowledge themselves in the effective use of instructional technologies, including the application of technological pedagogical content knowledge (TPACK) and frameworks for understanding the cognitive demands of digital technology use. The quality of how technology is addressed in teacher education programs is one of the conditions for how student teachers apply technology after their graduation

The 2017 National Education Technology Plan identified a need to “Develop a common set of technology expectations for university professors and candidates exiting teacher preparation programs for teaching and technologically enabled schools and post-secondary education institutions.”

Teachers have always held the key to student success; their role is evolving. The ISTE Standards for Educators define the new skills and pedagogical insights teachers need to provide meaningful instruction, perform their daily work and engage as continuing learners in the digital age. As Teacher Educators, we are responsible for conveying the knowledge, skills and dispositions necessary for our candidates’ success in implementation. The lack of attention to technology in teacher education means that most learning how to teach with technology during the first year of employment is done after student teachers have graduated and entered the profession. More attention to technology in teacher preparation programs might make this learning process of teachers in school practice more efficient and effective.

This session shares our insights about how technology intersects with pedagogical and content knowledge to engage all diverse learners in the learning process and invites audience collaboration.





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Keywords:

Higher education, digital age learning, learning technologies, learning sciences, ISTE standards.