Preparing Our Future Teachers for
Learning and Teaching with Technology
•
•
•
•
Patricia Boechler, U of A
Sharon Friesen, U of C
Marlo Steed, U of L
Karen Andrews, Alberta
Education
Policy Directions
Policy Direction 3: Professional
Learning
Teachers, administrators and other education
professionals develop, maintain and apply the
knowledge, skills and attributes that enable
them to use technology effectively, efficiently
and innovatively in support of learning and
teaching.
Page 30
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Dr. Patricia Boechler, Associate
Dean (Research), Faculty of
Education, University of Alberta
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Undergraduate programming
EDU 210 – Introduction to Educational Technology (core
course)
This course examines frameworks, trends, issues and futuristic
scenarios on the role of technology in education. Students will gain
hands-on experience of using technology, with a special emphasis on
strategies for integrating technology into the school curriculum.
Through interactive lectures and flexible labs, this course allows
students to experience and evaluate a variety of technologies for
learning environments. As part of the course, students develop a
professional learning network, create and populate an ePortfolio,
and work towards establishing how technology fits within their
developing teaching philosophy.
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
https://vimeo.com/user17018223/review/112511547/94411a517c
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Technology Integration into Courses
• Integrating technology into
subject area courses - Faculty
level - Technology Knowledge
Skills and Attributes (TKSA’s)
• Integrating content into
technology courses - Content
area assignments within Senior
level tech courses
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Dr. Sharon Friesen, Vice Dean, Werklund
School of Education, University of Calgary
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Undergraduate
• Technology-rich assignment in each course,
(robotics, video, webpages, blogs, etc.)
• Support for instructors and students.
Graduate
• Learning with technology certificates,
masters, & doctoral.
• Leadership pgms all have leading with tech
courses.
• Courses offered online at undergrad & grad
levels
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Dr. Marlo Steed, Associate Professor,
Faculty of Education, University of
Lethbridge
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Tech Integration as Tool
Changing Landscapes
Senior Undergraduate Programming
Increasing 400 level technology courses
and certificates:
•
•
•
•
Robotics
Video Game Creation
Virtual and On-line Teaching
Special Topics (emerging
technologies)
• Issues and Trends ( Technology
related issues in Education)
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Changing Landscapes
Enriched Graduate programming
Educational Technology MEd and PhD
• Educational Technology research
internships
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Tech Integration as Problem Solving
Attributes of the Tool
Dimensions of
Problem/Outcome
Attributes of the Tool
Dimensions of
Problem/Outcome
portray review ideas in a
motivating way
easily create this where
the group is
share ideas
Attributes of the
Mobile Video
Dimensions of
Problem/Outcome
capture action,
portray review ideas in a
movement, voice, sounds,
motivating way
looks, emotion, etc. (Video
capture capability)
mobile device (iPad with
easily create this where
video camera and video
the group is
editing software)
post on Internet video
share ideas
service (e.g. Youtube or
Vimeo)
Attributes of the
Mobile Video
Dimensions of
Problem/Outcome
capture action,
portray review ideas in a
movement, voice, sounds,
motivating way
looks, emotion, etc. (Video
capture capability)
mobile device (iPad with
easily create this where
video camera and video
the group is
editing software)
post on Internet video
share ideas
service (e.g. Youtube or
Vimeo)
Effective Integration
Digital Native Issues
Wang, S-K. et al. (2014). An Investigation of Middle School Science Teachers’ and
Students’ Use of Technology Inside and Outside of Classrooms: Considering
whether digital natives are more technology savvy than their teachers,
Educational Technology Research & Development. DOI 10.1007/s11423-0149355-4
Wisdom
Modeling
Creating a Culture of Innovation
•
•
•
•
•
•
PD workshops for Faculty
Soupers
Twitter Initiatives
Tech Integration Position
Public Ed Videos
Showcase Monitors
Current Status
Year 1
Liberal Education
?
Year 2
Major/ 2500
?/e-portfolio
Year 3
PS I & 5 courses
(Major)
Integration &
CT Module
Year 4
PS II & 5 courses
(Major)
Integration
Year 5
PS III & 3 electives
1 foundation
Integration &
tech courses
M. Ed.
Integration
Grad
Twitter Pilot
E-Portfolio
IT Leadership
Ed 3508 C. T. in Education
21st Century Learning, Framework, Publishing
ePortfolio Weebly
Tech Integration & Presentations
Presentation Brainshark
Interactive Learning
LessonsSmartboard
Scholarly Inquiry, Management/Sharing
Search Engines
Cloud Services
Concept Mapping
Concept
Mapping tools
Digital Citizenship, Web Quests & Online
Web Aware
Concept Map
New Media & Web Conf
VC Session –
Tyrrell
Mobile Learning – Flipped Classroom
Review – iPad
video
Electives
Ed 4766 Web-based
Learning
Ed 4765 New Media
and Learning
Ed 4762 Problem
Solving with C. T.
Ed 4767 Web-based
Teaching
Ed 4760 C. T. in the
Classroom
Ed 4769 Issues: VR in
Education
Ed 4767 Internet and
Education
Related Non-education
Courses
Ed 4391 Philosophy of
Technology in Ed
Specialization in
Ed Tech
Outcome
• preparing students who are competent,
confident and discriminating in the use of
communications technology in teaching and
learning
• life long learners
LEARNING AND TECHNOLOGY POLICY FRAMEWORK
Group Discussion:
Ensuring that teachers have the attitudes, skills and
knowledge for effective use of technology in a student-centred
environment requires articulation, collaboration and
coherence between the K-12 education system and faculties of
education
1. What technology-related skills do we expect a newly
graduated teacher to have?
2. How can we support new teachers to use/sustain and
continue to develop skills? What works?
3. What can we do to build coherence between K-12 and
faculties?
Thank you!