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ERIC Number: EJ1132387
Record Type: Journal
Publication Date: 2017
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-1528-5804
Preliminary Recommendations Regarding Preparation of Teachers and School Leaders to Use Learning Technologies
Bull, Glen; Spector, J. Michael; Persichitte, Kay; Meier, Ellen
Contemporary Issues in Technology and Teacher Education (CITE Journal), v17 n1 2017
This article describes preliminary work for the "Educational Technology Efficacy Research" symposium taking place in 2017. The symposium will present the role of efficacy research in the development, adoption, and implementation of educational technology. In preparation for this symposium, ten working groups are investigating the role of efficacy research as it relates to: (1) K-12 district and school decision making; (2) higher education decision making; (3) research spending; (4) evidence and quality of efficacy in research approaches; (5) institutional competence; (6) investors and entrepreneurs; (7) the role of federal goals and funding; (8) educational philanthropies; (9) end users; and (10) crowdsourcing. The members of Working Group E are investigating the knowledge and competence that faculty members and leaders in educational institutions need to possess with respect to learning technologies in order to prepare competent teachers and school leaders, given the expectation that technologies and societal priorities are likely to change. The Working Group E presents seven recommendations for consideration: (1) Introduce technology in a pedagogical and content-specific context rather than in isolation; (2) Rather than focusing on teaching specific technologies that may quickly become obsolete, prepare teachers to learn how to learn about new technologies that will emerge throughout their professional careers; (3) Equip teachers with the knowledge and skills needed to evaluate learning outcomes associated with use of new technologies; (4) Provide superintendents and principals with a pedagogical framework that allows them to understand how technology use may differ across grade levels and content areas; (5) Connect preservice teachers and future education leaders to professional learning networks that they will continue to use throughout their professional careers; (6) Connect the use of technology with pedagogical approaches in content areas supported by learning science and instructional design findings, such as in the area of project-based learning; and (7) Ensure that teacher education and educational leadership faculty members have the requisite knowledge and skills to deliver a curriculum that is consistent with the preceding recommendations.
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A