The Coronavirus (COVID-19) pandemic brought immediate changes to the normalcy of pedagogy practiced within the classroom. Because of the changes, educators are tasked with establishing innovative approaches to teaching in making the learning process more engaging. For a variety of factors, technology-enhanced learning (TEL) is critical. It is critical not only because it is the current educational standard but also because it can enhance the way we develop the education system (Carrillo and Flores, 2020). The Applying Technology-Enhanced Teaching Strategies to the New Normal in 2021 and Beyond session at the AACTE 2021 Annual Meeting took a deeper dive into the need for more teacher preparation programs that adopt inclusive approaches to educating at all levels of education.
Posts Tagged ‘Annual Meeting’
AACTE presented a Deeper Dive session on February 24, 2021 at its 73rd Annual Meeting, “Leading in the Time of Crisis: Responding to COVID-19 and Social Justice Movements.” This panel discussion, moderated by AACTE’s Vice President of Research, Policy, & Advocacy Jacqueline Rodriguez, explored the leadership responses of three education deans to the national and racial pandemic. Although the issues raised were not easy to navigate, each dean highlighted specific strategies and intentional efforts made at their respective institution, which demonstrated the keen ability to lead with justice, compassion, and action. In listening to their responses, I noted that each response matched one of John C. Maxwell’s quote for leadership success, “Everything rises and falls on leadership.”
Jacqueline Rodriguez described the deans as equity-minded leaders who start off with empathy and maintain their efforts through action.
The Opening Keynote session at the virtual AACTE 73rd Annual Meeting included five speakers, each addressing the theme, “Policy and Practice for a Post-Pandemic World.” The keynote presenters were Jack Reed, Alma Adams, Karen Marrongelle, Leslie Fenwick and Elizabeth Warren.
AACTE President and CEO Lynn M. Gangone and Edthena CEO Adam Gheller opened the Keynote session with insight about AACTE resources. Gangone talked in depth about the COVID-19 resource hub that AACTE made available through its website, and the state policy tracker map. A tool that helps teachers identify certification and policies in their respective states. Gheller stressed the importance of video observation in today’s educational climate, and how Edthena is helping 20 AACTE Member institutions with a grant to implement its use.
Now through May 28, AACTE is accepting session proposals for the 74th Annual Meeting, to be held in New Orleans, LA, March 4-6, 2022. We also invite applications by May 14 from AACTE member faculty to review proposals.
The conference theme is “Rethink, Reshape, Reimagine, Revolutionize: Growing the Profession Post Pandemic,” conceptualized as follows in the call for proposals:
The events of 2020 challenged the field of education in dramatic and unprecedented ways. The advent of the pandemic thrust educators into uncharted territory and created a dramatically different, virtual context for teaching and learning. As the COVID‐19 crisis unfolded, teachers and teacher candidates quickly adapted their instruction to incorporate multiple modes of delivery, including virtual, hybrid, and in‐person instruction constrained by masks, plexiglass, and social distancing. The enormous investment of energy required to make the sudden shift, the isolation imposed by the threat of the pandemic, and the separation from colleagues tested the intellect, energy, and emotional resilience of educators. In the midst of this unforeseen and uncharted environment, a pressing challenge arose: addressing the striking inequities of access to technology and learning, clearly delineated along socioeconomic lines, which stood to further expand the achievement gap between white students and their classmates of color.
There are several great reasons for starting an online community, like the continuous learning it offers participants and the sense of pride in being part of a group. For members of AACTE, the new online community it is about connecting members, building meaningful relationships, and engaging in critical conversations with each other, Board members and staff. That is why the virtual AACTE 2021 Annual Meeting was a perfect initial launching point for AACTE Connect360.
Through the online community, attendees responded to different threads in the “73rd Annual Meeting” community group. The “Introduce Yourself” thread was a popular choice for new users, allowing others on the platform to learn a little bit more about them and sharing the best piece of advice they received from a mentor or colleague.
During AACTE’s 73rd Annual Meeting last week, Pricella Morris, Phllandra Smith, and Moe Green were announced as recipients of the 2021 Holmes Program Dissertation Funding Competition (DFC).
Over the last four years, AACTE has held an annual Holmes Program DFC to support Holmes scholars’ dissertation research related expenses. This annual event is sponsored by AACTE and its partners, including the Council of Academic Deans from Research Education Institutions (CADREI), Teacher Education Council of State Colleges and Universities (TECSCU), the Association of Independent Liberal Arts Colleges of Teacher Education (AILACTE), and the National the National Association of Holmes Scholars Association (NAHSA).
You won’t want to miss AACTE’s next webinar. Join education deans as they discuss how to lean in and lead through the COVID-19 pandemic and the impact of systemic racism on campus and within their communities. Tune into the Leaning in and Leading Through Crisis discussion on March 18 from 2:00 – 3:00 p.m.
AACTE is pleased to announce the 2021 recipients of its annual awards for innovative research, best practice, and exemplary leadership in educator preparation. The following member institutions and individuals will be honored at the virtual AACTE 73rd Annual Meeting Awards Forum today, 2:45-3:30 p.m.
Bryan A. Brown Recognized with AACTE Book Award for Science in the City: Culturally Relevant STEM Education
AACTE is pleased to announce Bryan A. Brown’s Science in the City: Culturally Relevant STEM Education, as the recipient of the 2021 AACTE Outstanding Book Award. Brown is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
Science in the City: Culturally Relevant STEM Education, published by Harvard Education Press in 2019, examines how language and culture impact effective science teaching. In the book, Brown argues that teachers need to understand how cultural issues intersect with the fundamental principles of learning, and that science education can thrive if it is connected to students’ culture, backgrounds, identities, and language.
AACTE is pleased to announce that Teresa Foulger, Kevin Graziano, Denise Schmidt-Crawford and David Slykhuis are the recipients of the 2021 AACTE Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education. The foursome are being recognized for the development of the Teacher Educator Technology Competencies (TETCs) and for their efforts to broadly disseminate the TETCs to teacher educators. The recipients are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce the University of South Florida (USF) as the recipient of the 2021 AACTE Best Practice Award for Innovative Use of Technology. Ilene Berson, professor of early childhood at USF, is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce Sarah “Mia” Obiwo as the recipient of the 2021 AACTE Outstanding Dissertation Award for “Bringing Clarity to the Construct: A Content Analysis of Disposition for Urban Teaching and Learning.” The author completed her dissertation for the Ph.D. at Georgia State University, and she currently serves as assistant professor of early childhood education at the University of Memphis. She is being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
AACTE is pleased to announce authors of the article, “Rethinking High-Leverage Practices in Justice-Oriented Ways,” as the recipient of the 2021 AACTE Outstanding Journal of Teacher Education Article Award. Published in the September/October 2020 issue of the journal, the authors of the article, Angela Calabrese Barton of University of Michigan, Edna Tan of University of North Carolina at Greensboro, and Daniel J. Birmingham of Colorado State University are being presented with the award at today’s virtual AACTE 73rd Annual Meeting Awards Forum.
“There is much to admire and value about the scholarship that Calabrese Barton, Tan, and Birmingham report in this award-winning piece,” said Elizabeth Birr Moje, dean of the School of Education, University of Michigan. “Their ambitious pursuit of justice-oriented teaching practice, conducted in partnership with teachers, makes invaluable contributions to our understanding of how educators engage in socially transformative teaching.”
The 73rd Annual Meeting of the American Association of Colleges for Teacher Education (AACTE) begins today. The conference, themed “Resisting Hate, Restoring Hope: Engaging in Courageous Action,” is being held virtually February 24 – 26. Attendees include deans, faculty, students, and administrators from undergraduate and graduate education programs, community colleges, and PK-12 schools, as well as representatives from state and federal agencies, nonprofit organizations, and foundations.
The past year has presented the educational system with many challenges. The onset of the pandemic, incidents of racial injustice, and the digital divide magnified the systemic challenges occurring in PK-16 environments that serve the nation’s most vulnerable populations—students of color, students with disabilities, students from immigrant families, students from low-income families, and LGBTQ students. Under its 2021 theme, the AACTE conference offers attendees hundreds of concurrent sessions that explore how to revolutionize U.S. educational systems and practices to better serve all learners, dismantle inequities, and assure that no child’s future is determined by their race or socioeconomic background.