Search results for: Foulger Teresa S.

In this action research, the authors describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model, but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards.

In this article, the authors identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. The findings revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions.

This article discusses the results of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goals of this project were two-fold: (1) to assist instructors with progressing technologies; and (2) to promote transformation of pedagogy. The authors found that through the use of social networking tools, instructors and students were able to provide more feedback to one another as well as communicate more efficiently and effectively. These findings may have important implications for teacher education programs that are seeking to prepare teachers to teach in 21st century classrooms.

This article promotes instructors’ ideas about behaviors of 21st century teachers. It also explores their efforts to support their preservice teachers to join this rank. In this qualitative study, three instructors report the results of implementing a new project, the Innovations Mini-Teach, into their course. The findings indicated that preservice teachers in this study used a variety of strategies to learn new innovations well enough to teach or model their use to classmates.