Equipping the Next Generation of Teachers: Technology Preparation and Practice

Equipping the Next Generation of Teachers  was written in the Journal of Digital Learning in Teacher Education (vol. 27 Num 1).  This paper was written to prove that a teachers technology skill does not necessarily mean  that they are equipped to integrate it into their classroom seamlessly.  The ability to integrate technology into classroom curriculum is a process that many new teachers are not getting.  The authors of this paper found that 100% of all teacher preparation programs in the US said that they do provide  instruction on technology integration.

A surprising comment found in the paper was that many of the faculty admitted to failing in giving appropriate modeling for students because they themselves struggle with keeping up with current technologies.  Many students in the paper acknowledge that they learn most of their technology integration through inservices rather than their teacher preparation classes.

This study addressed two research questions:
1. What are the perceptions of technology experiences used to prepare teachers to use technology?
2. What are the perceptions of technology topics used to prepare teachers to use technology?

So the results of the this study found that 60% of institutions required an educational technology course in their teacher preparation, but only 44% required an actual project or activity in a teaching methods course.  I also found it interesting that only 25% of the institutions required students to observe classroom integration of technology.  I think that would of been very beneficial for students.

Although many teacher preparation classes did not require a project or activity in the coursework, 60% do require student teachers to develop and/or implement technology during their field experience.  The teacher preparation institutions did mark that they most commonly taught personal productivity and information presentation to their students.  Using technology to analyze student achievement data was the least popular topic taught.

Apparently many institutions felt that the most important topic in their programs was using technology to facilitate professional growth and to teach computer literacy.  A sad result found in the paper was that many other institutions felt that student teachers would get most of their technology training during their field experience and did not provide it during coursework.  However, many faculty felt that technology does need to be included into the programs so students can practice and overcome barriers when they attempt to use technology in the classroom.

I completely agree with everything that this paper said.  I finished my undergrad degree in the late 80's and technology was not even a topic of discussion.  However, I have had several student teachers in my room and I encouraged them to use technology regularly and with purpose.  Technology is a great resource to provide many different viewpoints and examples for students.  It needs to be introduced and practiced during college coursework so professors can help mentor proper use and integration of the technology.  I hope that APSU encourages, pushes, and demands good technology integration for under graduate teacher candidates during their coursework and field experiences.