By Jon Clausen, Lisa Dieker, Liz Kolb, Michael McVey, Robert Moody and David Slykhuis
The AACTE Committee on Information and Technology will host a Deeper Dive session at the AACTE 2021 Annual Meeting, “Applying Technology-enhanced Teaching Strategies to the New Normal in 2021 and Beyond” on Thursday, February 25, 11:15 a.m. – 12:30 p.m. The committee members offer a preview of the panel discussion in the following article.
Over the past year, educators have learned much about technology in teacher education. Technology has become the classroom and often the location of field placements. While many of these learnings were forced due to the pandemic, lessons learned can be carried forward into 2021 and beyond to create improved responsive teacher preparation programs in the future at all levels of education. As a result, the AACTE Committee on Innovation and Technology Committee is offering a Deeper Dive session that includes teacher preparation experts discussing the lessons learned from remote learning and ways to move forward post-COVID with technology in teacher preparation. The Deeper Dive session will include panelists from a wide variety of teacher preparation institutions to discuss their particular lessons learned from the challenges of the pandemic. Furthermore, our panelists will share how we can move forward in teacher preparation to prepare new and veteran teachers to teach with technology in 2021 and beyond. Our panelists include the following:
AACTE Responds to COVID-19
By David Slykhuis, Liz Kolb, Lisa Dieker, Jon Clausen, Michael McVey and Robert Moody
This past March, face-to-face instruction was canceled as universities began to implement emergency procedures for remote teaching due to COVID-19. In response, AACTE’s Committee on Innovation and Technology (ITC) presented a webinar with guidelines for emergency remote teaching. Constituents can view that webinar and access additional resources.
The purpose of this blog post is to revisit the webinar guidelines with suggestions that can be incorporated into planning for 2020-21 blended or online instructional implementation plans:
Survey faculty and students to identify digital inequities and access needs. Develop easy to use support system for devices, reliable Internet access, and technical support.
Use Your Current Tools
If face-to-face instruction is not an option, now is not the time to revamp the current learning systems. Universities should encourage faculty to use the same tools (e.g., your Learning Management System) prior to and during COVID-19. Encourage instructors not to overwhelm students with too many new tools. Select a few versatile tools (e.g., Google Suite) and encourage innovative integration throughout a course or program.
By Arlene Borthwick, Jon Clausen, Teresa Foulger and David Slykhuis
This article and photo originally appeared on the Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) website and are reprinted with permission.
Despite heavy investment in STEM (e.g., STEM for ALL), most PK-20 science, technology, engineering, and mathematics instruction remains heavily siloed. To date, educators have not agreed on a clear definition of STEM. Is it curriculum or a teaching technique/pedagogy? Can a science lesson be called STEM, even if the other domains are not fully represented? As technology advocates, we think STEM curricula should have a strong representation from all four domains.
The STEM movement was intended to address science, technology, engineering, and mathematics in order to produce students who are prepared for the unique needs of today’s workforce. With regard to the “T” component of STEM, the only way to develop teacher candidates who fully embrace the power of technology for P12 is to infuse technology throughout their preparation.
A “technology infusion” approach