Applications are now being accepted for the new AACTE Video Observation Technology Implementation Grant. This opportunity, in collaboration with Edthena, is available exclusively to AACTE members.
Given the many challenges that educator preparation programs have weathered in 2020, AACTE and Edthena have created this grant opportunity to provide some much needed relief for up to 20 AACTE members. Each grantee will be awarded up to $25,000 in grant funds, which will be utilized to implement the Edthena platform for the upcoming Spring 2021 semester.
For those AACTE member institutions interested in applying:
- Active AACTE members in good standing, and not already an Edthena partner, are eligible for the grant.
- Matching of grant funds are not required during this Spring 2021 offering.
- Continuing Edthena implementation after the grant period is not required.
- Grantees will receive implementation and planning support from the Edthena team to build a deployment strategy for the spring semester.
- Awardees will receive access to the relevant edTPA toolsets needed for your program (where applicable).
- AACTE team members will also participate in onboarding training with grantees, where possible, to help connect awardees with additional resources.
AACTE is collaborating with Edthena to provide $500,000 in grant funding to teacher education programs for Spring 2021.
AACTE member institutions may apply by December 7, 2020, to receive up to $25,000 for implementing video observation technology to support their teacher candidates during COVID-19 and beyond. Through this partnership, up to twenty AACTE members will receive grants for the upcoming Spring 2021 academic term.
A leader in video observation and collaboration technology, Edthena is widely used by schools, districts, and teacher education programs across the country. The technology platform enables teacher candidates to upload videos of their practice and faculty to provide feedback at specific moments in time. An approved edTPA platform provider, Edthena’s video technology can be utilized in methods courses, field observations, edTPA skill building, and group learning, making it possible to capture data for candidate growth and program improvement.
The CEEDAR Center is working on a collaborative effort to collect information from educator preparation programs across the country who are implementing effective, practice-based opportunities for teacher candidates within a virtual space. We’d like to invite you, your colleagues, and your partners (if applicable) to participate in a survey focused on online education for teachers of students with disabilities.
If you previously utilized an online teacher education program before COVID-19, and/or have adapted your program and/or clinical preparation model to accommodate a hybrid and/or online teacher education model during COVID-19, CEEDAR would love to hear from you. Please spend a few minutes completing this survey.
In early spring of 2020, AACTE joined ISTE’s LearningKeepsGoing Coalition. The Coalition subcommittees include Higher Education, of which I co-chair along with AACTE Innovation and Technology Committee Co-Chair David Slykhuis.
Each subcommittee developed resources that address the COVID19 pandemic in our nation’s public schools. The Coalition recently released two new resources for Institutions of Higher Education Educator Prep Programs and teacher candidates! The resources target different audiences. The student agency infographic is a resource for educator candidates and educator preparation faculty. As colleges and universities develop online course offerings, candidates are faced with learning how to access and benefit from online instruction. The infographic begins by amplifying five areas of student agency. Ten strategies guide students to advocate for online learning supports, use their own assets, and seek our mentors, to name a few. Students can also take an online learning readiness assessment to determine their preparedness for online instruction. Educator preparation faculty and staff are encouraged to disseminate this infographic to candidates who are learning online.
The following article is an excerpt from Inspire Magazine and is reprinted with permission.
After schools shut down in March due to COVID-19, teacher Sarah Thornburg and her team tackled remote teaching with gusto.
“We were like, ‘Let’s go.’ We found out, not only could we not teach the way that we wanted, but we shouldn’t,” the Columbus, Ohio, teacher said. “Everything had to slow down and focus not on content but on (students’) mental well-being.”
Some high-schoolers doubled work hours to pay bills. Some feared they would expose grandparents to the virus. Families lost businesses.
“That’s a burden that’s incredible for anybody to have, much less for a 15-year-old to deal with,” Thornburg said. “You can’t teach a child who’s completely freaking out about, ‘Are we going to lose our home?’ That was eye-opening.”
The following is a quote from AACTE President and CEO Lynn M. Gangone from the article, which originally appeared in EdSurge and is reprinted with permission:
“With a 120-hour curriculum, it’s hard to find space to add more,” Gangone says. “There’s the basic ed-prep work, and then you’ve got all the other things that end up being initially seen as ancillary but aren’t—like social and emotional learning.”
On an ordinary June morning, kids descend on the campus of Auburn University to try science experiments at the college of education’s annual STEM camp. It’s an opportunity for the future teachers who are enrolled at the college to apply what they learn in class in a practical setting, testing out lesson plans with real elementary students.
This year, camp is canceled due to COVID-19. But education students still need to work on lesson plans, and kids still need summer activities. So the college is asking its future teachers to make online activity guides and videos for Home Works, a new distance learning program designed to help kids connect the curricula they usually learn in person at school or camp with what’s going on in their real lives—which right now mostly means being stuck at home.
“I want to make sure my undergrads are thinking about their impact outside of a formal classroom,” says Martina P. McGhee, assistant clinical professor of elementary education at Auburn University.
The following article features a podcast interview with AACTE’s Jacqueline Rodriguez addressing higher education’s strategies to ensure teacher and educator candidates access and benefit from the digital learning environment.
The Digitalachia Podcast hosted by Robert Brown of the Kentucky Valley Educational Cooperative (KVEC) welcomed Jacqueline Rodriquez, vice president of research, policy, and advocacy with the American Association of Colleges of Teacher Education (AACTE). The topic of discussion is higher education and incorporating virtual and blended learning models in the digital world.
As many parents have questions about how to navigate the current school year with their children at home, ABC 10News anchor Lindsey Peña offered them an opportunity to talk with Reyes Quezada, chair of the Department of Learning and Teaching from University of San Diego USD, about their concerns. Reyes fields questions about distance learning, early childhood education, and bilingual education during the segment.
His advice includes tips that families can use to replicate what’s happening in schools to support their students at home. During the interactive session, Reyes also emphasizes the different ways teachers can communicate to meet the needs of the students during remote learning, including socio-emotional learning.
Watch the full interview on ABC10News Facebook page.
The International Society for Technology in Education (ISTE), the Education Commission of the States, and Whiteboard Advisors will host a webinar on October 7 at 1:00 p.m. ET to discuss how states and districts are continuing to embed digital citizenship and media literacy into instruction during COVID-19 and remote learning.
Creating a Renewed Vision Around Digital Citizenship
Wednesday, October 7, 1:00 p.m. ET
Now that technology is playing a larger role than ever before in teaching and learning, the COVID-19 Education Coalition has curated a list of resources on keeping technology systems safe, protecting student data, and promoting healthy digital decision-making in the newly released A Learning System for Privacy, Security and Digital Citizenship Infrastructure.
As a member of the COVID-19 Education Coalition, AACTE invites members to access this informational resource. It was created to do the following: understand the relationship between privacy and security as well as have models of effective practices in safeguarding student data; understand the roles, responsibilities, and rights of students in virtual learning environments; and understand the numerous stakeholders playing a role in student “data stewardship” and “digital citizenship” (i.e., teachers, administrators, parents, vendors, and the students themselves) and how their role is critical for both short- and long-term success.
AACTE has partnered with CoSN (The Consortium for School Networking) to provide school leaders with high-quality information on emerging issues and technology trends for K-12 innovation. Recently, the international advisory board of about 100 education leaders identified 15 key hurdles, accelerators, and tech enablers for schools to leverage in 2020 in order to drive innovation in K-12 education.
AACTE is proud to be a member of the advisory board for CoSN’s Driving K12 Innovation Project. The next generation of teachers and leaders are being prepared at our member institutions. In collaboration with our K-12 school district colleagues, educator preparation programs can leverage technology that supports the learning and social emotional growth of all our students.
CoSN and AACTE are committed to advancing progressive practices in the field and addressing challenges and opportunities such as data privacy and ownership, social emotional learning, and tools for privacy and safety online.
CoSN’s Driving K-12 Innovation
CoSN will issue its insights and findings from the advisory board in two individual free briefs. These publications, along with an implementation toolkit, are being released throughout 2020 to spur ongoing discussions and visibility that analyze the top hurdles, accelerators and technology enablers in K-12 education. This project is part of CoSN’s EdTechNext initiative, extending their long-standing work surrounding emerging technologies. The Driving K-12 Innovation initiative is supported by AACTE.
This article originally appeared on the EdPepLab blog and is reprinted with permission.
As U.S. schools closed their doors this past spring in response to the COVID-19 pandemic, a little-considered effect was the impact of school closures on the preparation of the next generation of educators. Teacher and leader candidates all over the country had their field experiences abruptly cut short, and educator preparation programs (EPPs)—in partnership with school districts and state education agencies—had to adapt quickly to ensure candidates continued to receive high-quality preparation and were able to complete their licensure requirements.
As districts begin to enact school opening plans, EPPs are building off of lessons learned from the spring as they engage candidates in equity-centered, deeper learning preparation. LPI has been in discussion with members of EdPrepLab—a network of programs working to continuously improve and share their practices—to better understand how they’re responding to this unusual time. Three themes have emerged as guiding their strategy and practices moving forward:
- Focusing on core program strengths
- Shifting from crisis mode toward innovation
- Capitalizing on innovations to strengthen educator preparation after COVID-19
If you could build a teacher prep program from scratch, what would it look like?
This wasn’t a theoretical question for Loleta Sartin. In 2005, Sartin helped develop—from the ground up—a progressive teacher education program at Middle Georgia State University, formerly known as Macon State College.
So what did she focus on? Giving candidates as many classroom experiences as possible. The program “ensured our teacher candidates were not just staying in the ivory tower,” explained Sartin. On day one, the faculty taught their courses on-site at local schools.
A decade later, Middle Georgia State found a way to provide its teacher candidates with even more diverse classroom experiences by adopting a video-based assessment tool called GoReact.
Soon, GoReact became an indispensable tool for Sartin and her colleagues to better prepare their candidates while saving their program time and money.
Considering the ramped-up emphasis on online and remote learning, deans, department chairs, and their faculty are taking a new look at learning goals and related curricula in preparation programs to assure teacher candidates are prepared to effectively use technology for teaching and learning. Programs can no longer claim that a single “techie” faculty member or a stand-alone course on “ed tech” will provide teacher candidates with the knowledge and skills they need to be proficient with integrating technology into the learning experiences they plan.
The COVID-19 pandemic we have all experienced has clearly illustrated the need to address technology integration in more depth than siloed approaches could ever provide. An infusion approach, where technology is addressed throughout an entire teacher preparation program—from beginning to end—brings methods courses, practica, student teaching, and even liberal arts and sciences content faculty and PK-12 mentors into this framework for scaffolding candidate development.
But, wait. Just to be clear—What is the difference between integrating technology and infusing technology?
Teresa Foulger, associate professor of educational technology from Arizona State University, explains the difference in a new book, Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators (Borthwick, Foulger, & Graziano, 2020):
Register today for the final two webinars in AACTE’s Back to School Webinars Series this month. On August 18, join AACTE and the International Society for Technology in Education (ISTE) to review and discuss survey data and case studies that cover higher education’s ability to help PK-12 schools integrate technology. Then, on August 26, rejoin EdPrepLab to learn how educator preparation has been shaped by the experiences of the spring and the demands of the new school year. Read on for more webinar details.
ISTE: Integrating Digital Technologies in Remote K-12 Learning: Lessons for Higher Education Preparation Programs
August 18, 2020 12:30 – 2:00 p.m. ET
As a result of the global health pandemic, teacher preparedness to integrate digital technology into their teaching has become a leading topic of conversation in both the PK-12 and higher education communities. How well are PK-12 teachers being prepared to integrate digital technologies and the ISTE Standards into their PK-12 teaching? What is higher education doing well? Where are the gaps?
In this webinar, you will hear from AACTE Innovation and Technology Committee co-chair Liz Kolb and Victoria Carter from the University of Michigan about two survey results pre and post COVID-19. The first survey, pre COVID-19, investigates PK-12 teachers’ and administrators’ perceptions of how well new teachers are prepared to integrate technology tools and the ISTE Standards for Students. The second survey focuses on how teachers experience remote teaching and learning during the pandemic. While both are national surveys, we will focus on the state of Michigan as a case study. The presentation will include suggestions and implications for teacher preparation in higher education as well as PK-12 district professional development for moving toward high-quality preparation of teacher candidates for face to face, remote, and blended learning environments with technology tools.