This article and photo originally appeared in Cobb Life Magazine and are reprinted with permission.
Teachers encounter all sorts of situations when they’re instructing students in the classroom, and the Bagwell College of Education at Kennesaw State University is taking an animated approach to preparing teacher candidates for scenarios they will experience as educators.
Bagwell has a new laboratory where KSU students and faculty utilize mixed-reality technology to interact with avatars of children and adults, simulating a variety of situations and challenges teachers can encounter. The student avatars each have their own unique personalities, and the scenarios have low, medium and high settings requiring varying levels of problem-solving.
“The lab’s capabilities are endless for providing purposeful practice for teacher candidates before they ever step foot in a classroom,” said Kate Zimmer, interim chair of the Department of Inclusive Education and an associate professor of special education.
This article and photo originally were originally published in SmartBrief Education and are reprinted with permission.
We all know the numbers are sobering. A 2018 brief from the Council for Exceptional Children showed critical shortages of special education teachers in 48 states and the District of Columbia. Fifty-one percent of all school districts and 90% of high-poverty school districts report difficulty recruiting highly qualified special education teachers. The exit rate for special education teachers is nearly twice that of general education teachers and enrollment in teacher training programs has declined by 35% over the previous five years.
It seems a dismal picture, but there is light at the end of the tunnel — one that prepares teachers to enter this dynamic field and equips them with tools to help them skillfully and confidently persist in the profession.
This article and photo originally appeared on the University of La Verne website and are reprinted with permission.
The University of La Verne’s LaFetra College of Education welcomes the new Center for Teacher Leadership & Learning Innovation, a first-of-its-kind lab, designed to support and train educators from across Los Angeles County and the Inland Empire in 21st-century learning competencies.
“As a College of Education, which prepares community and school leaders, support providers and teachers, it is imperative that our faculty be
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
AACTE is committed to recognizing excellence in educator preparation through its prestigious annual Awards Program. Among the nine categories of awards, the Best Practice Award for the Innovative Use of Technology honors AACTE members that infuse technology throughout their curriculum in an innovative way. AACTE’s Committee on Innovation and Technology sponsors this award and selects a school, college, or department of education that uses technologies to stretch beyond standard practices in teacher education.
The video above features AACTE member institution Northeastern State University’s (NSU) College of Education, the 2018 recipient of the Best Practice Award for the Innovative Use of Technology. Dean Vanessa Anton explains how NSU’s Robotics Academy of Critical Engagement (RACE) program works and why it received the award.
This article and photo originally appeared in Illinois State University News and are reprinted with permission.
For several years, the College of Education has prioritized the redesign of classrooms and computer labs to reflect the flexible learning needs of aspiring educators and their future students.
The first reimagined collaborative space was Studio Teach. The third-floor, approximately 2,000-square-foot area overlooks the University’s Quad. It features dozens of flexible seating options, stations where multiple students can connect to a single monitor, SMART Boards, a 3D printer, an educational gaming area, a writeable white board partition, multiple wall-mounted monitors, and an array of technology available for checkout.
Storage areas on DeGarmo’s garden level have also been converted to classroom spaces with several interactive monitors that can be controlled individually or together through a single source. In addition, several classroom spaces in DeGarmo have been remodeled with a few more to come this fall. They too incorporate flexible seating and cutting-edge educational technologies.
The Richard L. Benson Flexible Learning Space was created with the help of funding by the alumnus for which it was named.
It’s a shift in mindset reflective of the evolving state of PreK–12 learning environments across
Credit: Roger Riddell/Education Dive
The following is an excerpt from an article originally published in Education Dive and is reprinted with permission. The article summarizes the 2019 annual International Society for Technology in Education (ISTE) conference in June.
Prepping new student teachers for digital learning
In a Monday morning session, ISTE Standards Senior Director Carolyn Sykora, ISTE Higher Education Recognition Program Lead Reviewer Sarah McPherson and the Fairfield University Graduate School of Education and Allied Professions’ Joshua Elliott detailed how ISTE is working with teacher preparation programs to recognize their quality and provide a simpler path to the ISTE Certification for Educators.
According to data from the U.S. Department of Education cited by Sykora, 146,000 graduate degrees in education were awarded in 2016, and there were 451,000 pre-service educators in 2014. The department also made a higher ed policy addendum to its National Education Technology Plan, to which Sykora noted there’s a lot of alignment between recommendations and the ISTE Standards for Educators and Students.
That’s noteworthy, given that a number of states—including Wisconsin, Michigan, Connecticut, Vermont, Texas, Washington, Delaware, Iowa, Utah, New York, Wyoming and Arkansas—and individual districts are adopting the standards.
Research shows that teachers are the number one in-school factor affecting student outcomes and principals are the number two factor. One important metric for those outcomes is how well and how equitably our nation’s diverse students are able to navigate our increasingly global and technologically complex world, where skills like critical thinking, collaboration, communication, and being able to apply knowledge in a range of contexts are crucial to success. Today, Learning Policy Institute and Bank Street Graduate School of Education have announced the launch of the Educator Preparation Laboratory (EdPrepLab), a new initiative to help educator preparation programs ensure that new teachers and leaders are able to provide all k-12 students with the kind of deeper learning that helps them develop those skills.
EdPrepLab brings together 15 of the nation’s leading teacher and principal preparation programs to collaborate on further developing and documenting models for preparation that equip educators to advance deeper learning and equity, and that can inform other programs across the nation. The initiative will also support research to improve preparation programs and work with policymakers at federal, state, and local levels to help leverage policies that encourage the use of research-based practices that ensure new teachers and school leaders are well-equipped to provide deeper learning and to build the next generation of equitable schools and instructional education practices.
“Our world has changed significantly since the U.S. education system was first developed, and students today need an education that supports and prepares them for that more diverse, technology-driven, knowledge-based society,” said Learning Policy Institute President Linda Darling-Hammond. “That means we need to prepare teachers and school leaders to provide this kind of education. Fortunately, we have research to guide the way. There is a wealth of new knowledge about the science of learning and development, how social and emotional skills support academic learning, and how to ensure that students really understand what they have learned.”
This article originally appeared on the Georgia Southern University website and is reprinted with permission.
Georgia Southern University and Haven Elementary School are partnering to offer teachers a Gratifying Problem-Solving (GPS) program, which will provide educators unique monthly professional development based on the school’s current need for improved mathematics instruction.
The College of Education’s Jackie Kim, associate professor of elementary and special education, serves as director for the project, totaling $74,976, which is funded by a Community Partnership Grant from the Governor’s Office of Student Achievement.
The GPS program uses a bottom-up approach, allowing the participants at Haven Elementary to help shape its development, workshop activities and directive.
“We go to find out what their inquiries and needs are and create a workshop based on the assessment,” said Kim. “We want to start with what they are currently doing in the classroom and change their practice to make instruction stronger yet doable.”
Educational technology is a critical component in the preparation of teacher candidates across the nation and the AACTE Annual Meeting is the prime opportunity to share best practices on how colleges of education are advancing technology in their programs. The AACTE 2020 Annual Meeting themed, “Disrupting Inequities: Educating for Change,” will take place February 28 – March 1 in Atlanta, GA.
The AACTE Committee on Innovation and Technology encourages proposals for the 2020 Annual Meeting in the areas of technology, innovation and teacher education. We hope you are inspired to think about how your work in the active use of technology to enable learning and teaching connects with the conferences’ four strands. We have provided recommended ways on how to feature innovation and technology in your conference proposals: