Section archive - Teacher Education Programs

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 study aims to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative.

This article aims to share preservice teachers’ responses to the iPad initiative. In order to model technology integration, teacher educators at a small university in Texas implemented a one-to-one iPad initiative in a summer-camp setting. The findings will show student-centered interaction with the summer-camp participants, and technology integration, in an effort to prepare teachers for the 21st-century classroom.

The purpose of this study was to better understand how preservice teachers’ participation in a technology-focused early field experience called Tech Club influenced their perceptions of teaching and learning. Findings highlight the importance of early field experiences and establish a rationale for providing preservice teachers early opportunities to practice with technology in authentic contexts.