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(b) To what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs?

In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the (ISTE, 2007).

Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students.

304).” As a result, most teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in the classroom.In a recent poll of registered voters conducted by Public Opinion Strategies and Peter D.Hart Research Associates, 71% of those polled ranked computer and technology skills as important (Partnership for 21st Century Skills, 2007a).Furthermore, when educational technology was available in K-12 classrooms, preservice teachers did not use the technology in field experiences and most did not work under cooperating teachers and supervisors who could advise or support them in technology applications (Moursund & Bielefeldt, 1999).Willis and Tucker (2001) criticized the isolation of teacher preparation programs from a society in which technology plays a vital everyday role. Using technology as a tool for learning and developing 21st century citizenship skills: An examination of the NETS and technology use by preservice teachers with their K-12 students.The 5-year study addressed two questions: (a) To what extent did preservice teachers integrate technology into their instructional planning?More recently, Franklin (2007) cited 2005 data from the National Center for Educational Statistics (NCES), indicating that …99% of public elementary schools and 96% of elementary instructional rooms have access to the Internet.…However, only about one-third of elementary teachers in the United States felt well prepared or very well prepared to use computers and the Internet for classroom instruction, and less experienced teachers felt better prepared to use technology than their more experienced colleagues. 268) Franklin (2007) further reported that “elementary teachers use computers primarily for administrative and preparatory tasks and not for instructional activities with students” (p. Results from the baseline survey in 1999 indicated “almost all use of technology in social studies methods instruction is accounted for by word processors, email, and the Internet” (p. Although teacher educators are using technology with their university students, they are not preparing preservice teachers to integrate technology into instruction with K-12 students.Nor are teacher educators preparing preservice teachers to facilitate the use of technology by their K-12 students (Bolick et al. In their discussion of the state of technology, social studies, and teacher education, Friedman and Hicks (2006) articulated the need to “research and evaluate the impact of the use of technology and technology enhanced instruction within classrooms” (p. They explained the need to recognize the digital divide and its impact on teaching and learning social studies and to examine the digital disconnect between teachers’ and students’ abilities and expectations with regard to using technology.The purpose of this study was to analyze how K-12 preservice teachers used technology as a tool for student learning given technology standards for teachers and students from the International Society for Technology in Education (2000, 2007) and to consider how those experiences relate to 21st-century citizenship skills.This longitudinal 5-year study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program.

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