While some of our most vulnerable learners are left behind due to lack of computers or internet connectivity, and we need to strive for policies to end the digital divide, the COVID-19 pandemic also has revealed the long-term staying power of teaching and learning in both brick-and-mortar and distance learning environments.
As a teacher educator preparing new and veteran teachers to use technology in learning, I know the magic sauce of technology integration is not found in the tool itself, rather the instructional strategies that teachers use in conjunction with the tool.
In order to prepare new teachers to integrate technology to support blended learning, I show teachers how to use the Triple E Framework to evaluate how well a lesson is integrating technology using research-informed approaches. The Triple E Framework is a validated research-informed tool to assess how effectively the technology and the instructional strategies around the technology is helping to engage students in the learning goals, enhance students’ understanding of the learning goals, and extend students’ everyday connection to the learning goals. The Triple E Framework encourages teachers to ask three questions related to each E (engagement, enhancement, and extension) when designing or evaluating lessons with technology. As the teacher answers each question, a score is given, with each question receiving a score between 0 and 2. Ultimately the teachers’ lesson ends up with a total score in a range from 0 to 18. The closer the score is to 18, the better connected the technology choices, instructional strategies, and learning goals are observed in a lesson. When a lesson has a score less than 13, teachers are encouraged to 1) reconsider the tool choice, and/or 2) consider adding research-based instructional strategies around the tool to help boost the score, thus making the technology tools and strategies around the tool better connected to the learning outcomes.
To address this trying time for education in general, and teacher education specifically, the Graduate School of Education at AACTE member institution Touro College will present a virtual discussion with leaders in the profession as they contemplate what comes after sheltering in place for teacher preparation.
AACTE Board member Jacob Easley II, dean of the Touro College’s Graduate School of Education, will moderate the session. Panelists include Judy Beck, president of the Association of Teacher Educators and dean of the School of Education, University of South Carolina; past AACTE Board Chair Wanda Blanche J. Blanchett, Graduate School of Education
Wanda J. Blanchett, former AACTE board chair, Graduate School of Education, Rutgers University; and Rene Antrop-Gonzales, incoming dean and professor, School of Education, SUNY New Paltz.
RSVP to join the webinar, “What’s Next? Teacher Education Post Coronavirus,” on Thursday, June 18, 3:30-4:45 p.m. EST.
The past several months have gone by in a blur for the world as rushed plans were created in response to the Coronavirus pandemic. There were many questions that surrounded education. How would we transition to an online learning platform? How would we ensure all students had equal access to devices and the internet? How would we reach students’ social-emotional needs?
Another challenge facing school districts was how to best support teachers. The short turnaround time that brick and mortar districts had to transition into online schools was a daunting task! How would professional development be facilitated? How would the delivery be and when/how would they require teachers to complete the training?
This article originally appeared in The Free Press and is reprinted with permission.
While the pandemic has brought disruption to daily lives, it has reminded us of the important role teachers play in their students’ lives. Teachers are hardworking, dedicated and effective. Recently, the irreplaceable nature of their work has been reaffirmed by millions of students and their parents.
Teachers not only promote learning, help students make connections and nurture their confidence, they also selflessly contribute to preparing the next generation of educators.
Minnesota State University has been preparing teachers for over 150 years and has had a long history of collaboration with its PK-12 partnership school districts. The university and the partnering school districts blend in-depth preparation with relevant practices and authentic experiences to ensure teacher candidates are prepared to meet the learning needs of all students.
AACTE Board members Marvin Lynn and Laurie Mullen recently met with me to discuss the important role education leaders play in crises. In the videos, Lynn and Mullen shared the following:
“I think what we’re seeing happen at the national level is that inequalities are being exacerbated because of not only the lack of attention to those inequalities in the first place but [also] a kind of callousness around what those issues are, and who’s impacted and whether or not we should be focusing on them. I think leaders have an opportunity to take a crisis and turn it on its head by really focusing on issues of equity,” said Marvin Lynn, dean of the college of education at Portland State University. Lynn possesses decades of leadership and community service experience on prestigious national, state, and local committees. His leadership experience in schools of education includes his role as program coordinator at the University of Maryland and later at the University of Illinois at Chicago. Lynn also was the associate dean at the University of Wisconsin-Eau Claire and dean of the School of Education at Indiana University South Bend.
In the midst of the COVID-19 pandemic, teacher preparation programs are faced with the difficulty of how to support and evaluate candidates in the field. Here in Washington state, we already face a shortage of willing mentors to host our candidates. A recent study by Western Washington University and my colleagues at the University of Washington estimated that only 3-4% of teachers serve as mentors any given year. According to the findings of a state workgroup in which I participated, this trend is even more pronounced among rural and remote school districts. As a result, programs throughout our state are looking for effective ways to further support our candidates in the field, particularly in rural and remote areas.
One solution that is effective and can support efforts to maintain teacher certifications, including during the pandemic, is the use of online observations. We began using Edthena in 2015, and over the last 5 years, we have witnessed tremendous success and accessibility, especially for candidates in rural and remote school districts. We utilize Edthena’s platform as part of multiple measures to assess candidates in field placements. Field supervisors can use the online video tool in conjunction with traditional in-person observations, providing a nice mixture of evidence for our program to assess our candidates’ readiness towards licensure. Here are some of the highlights of our experience using online video observations.
COVID-19 has forced educators to say goodbye to their classrooms and embrace adapting their pedagogy to online formats overnight. They have learned new technology, found creative ways to engage students remotely, and most importantly, kept education moving forward. The current public health crisis has placed a well-deserved spotlight on teachers. As parents struggle to balance work, supervise virtual classrooms, and co-educate their children, a new awareness and appreciation for the influence, power, and value of great teachers has emerged.
We have all read headlines about COVID-19’s drastic impact on the education system. We have seen firsthand the pandemic’s sweeping effect on our education institutions and students. And we have all been challenged to find remote learning opportunities that ensure teacher candidates are well-prepared to enter their own classrooms—whether in-person, hybrid, or virtual. While the hurdles we face are multidimensional, overcoming them is essential. To quote Linda Darling-Hammond, “If you don’t have a strong supply of well-prepared teachers, nothing else in education can work.”
According to the 2017 Workplace Learning Report, over 50% of learning professionals say that developing strong leaders is the number one objective for their organization. Coaching, communication, and collaboration top the list of skills for leaders, and large organizations report communication skills are more in demand than technical skills. This applies not only to companies’ employees but also for preparing teachers—who need to be adept at having high stakes conversations with their students, peers, administrators and students’ parents and guardians. Now add to that mix a public health crisis that has forced the issue of training while working from home (WFH).
In this white paper ,“Best in Class Leadership Development: How Virtual Reality and Avatars are Changing the Learning Landscape,” you will learn about modern, remote learning experiences that harness today’s technology to affect real behavior change. Backed by research, and no longer novel, simulations and use of avatars to assist learning is playing an increasingly major role in improving human interactions. Here is an outline of the white paper:
AACTE Responds to COVID-19
As every educator in the country can attest, effectively leveraging technology in our classrooms, both in the virtual and brick and mortar environment, is paramount. To support our members, earlier this spring AACTE joined more than 70 education organizations in the COVID-19 Education Coalition formed by the International Society of Technology in Education (ISTE). The Coalition’s purpose is curate, create, and deliver high-quality tools and support for educators as they keep the learning going during extended school closures caused by the global pandemic. ISTE and coalition members have launched LearningKeepsGoing.org, a free, online portal with resources for educators and a help desk with experts from across the country to provide real-time support to educators. LearningKeepsGoing.org will also list weekly webinars, offering educators and administrators direct access to national experts.
As AACTE’s assistant vice president of programs and professional learning, I am co-leading the Higher Education subcommittee of the Coalition with David Sykhuis, assistant dean of the College of Natural and Health Sciences, AACTE Innovation and Technology co-chair, and chair of the National Technology Leadership Summit. Members of the subcommittee include:
COVID-19 challenges all of us in teacher education to reimagine how to prepare our candidates for the complexity of teaching when they cannot be placed in authentic classroom contexts. Our responses to this challenge will likely require us to stretch the “approximations of practice” that Grossman et al. (2009) described. One strategy that might offer us a means for executing this stretch is video analysis. However, for video analysis to be a meaningful approximation of practice, teacher educators need both useful video case resources and the tools to support candidates’ exploration of these cases.
A group of science teacher educators from across the country has been using the ATLAS library as our main video case resource and the Framework for Analyzing Video in Science Teacher Education (FAVSTE) as our tool for maximizing the learning from these cases. ATLAS has videos (generally 15 -20 minutes in duration) submitted by teachers applying for National Board certification, along with the commentary (Instructional Context, Planning, Analysis, Reflection) associated with the videos. This allows teacher candidates to both see the action occurring in actual classrooms and then read about the thinking of the teacher before and after the lesson that produced that action.
This article originally appeared on the Kennesaw State University news site and is reprinted with permission.
The Bagwell College of Education’s mixed-reality avatar lab simulates a multitude of situations that teachers can experience, but Kennesaw State faculty probably didn’t envision that one of those scenarios would be providing field experience for teacher candidates during a real-life pandemic.
After universities and PK-12 school systems throughout Georgia transitioned from classroom courses to remote learning last month, the Bagwell College and the Department of Inclusive Education configured the avatar lab for remote access. Unable to be in their actual classrooms, student teachers and master’s candidates have been utilizing the avatar lab online to simulate teaching to a group of students.
“Our teacher candidates are able to take the lesson that they were supposed to teach in the real classroom and do it in our avatar lab, from the comfort of their home,” said Kate Zimmer, an associate professor of special education and the director of the avatar lab. “By no means are we saying that the lab should replace field experience, but, especially in times like these, it definitely makes a difference and helps prepare the best teacher candidates we can.”
AACTE Responds to COVID-19
As part of its continued efforts to inform members about the latest developments regarding educator preparation programs (EPPs) in light of COVID-19, AACTE has updated its Policy Tracker Map to reflect recent changes in EPP-specific state guidance and recommendations. These changes include guidance analysis of 12 new states, specifically Arkansas, Delaware, Florida, Maryland, New Hampshire, Rhode Island, Pennsylvania, Arizona, Nevada, South Dakota, North Dakota, and Wyoming. We have also updated data for New Jersey, which recently issued new guidance waiving edTPA.
In the coming weeks and months, as agency guidance is supplemented by the supporting instructions and recommendations of other state entities, such as the legislature and regulatory bodies, the information and features of this interactive map will grow to accommodate those developments.
AACTE Responds to COVID-19
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.
In recent interviews, I met with AACTE Board of Directors to collect their advice for colleges of education to effectively address challenges caused by COVID-19. These videos feature interview participants Jacob Easley II, Jennie Carr, and Jesse Perez Mendez.
Experts discuss emergency waivers and their potential impact
This article originally appeared on the Education Writers Association website and is reprinted with permission.
Each year, hundreds of thousands of new teachers are licensed in the United States. With the shuttering of schools and colleges due to the coronavirus pandemic, states are using emergency waivers to certify teacher candidates who are unable to complete preparation requirements such as coursework, student teaching, and certification exams.
Along with these swift changes come new questions about the teacher workforce and what will happen to the educator pipeline in the midst of a public health emergency and economic recession.