15 Apr2020
By Holly Lane
In response to the need to support teachers in their rapid shift to online instruction, the University of Florida Literacy Institute has created online resources to help ease that transition. UFLI realized that they could take their extensive body of research, successful data-driven interventions, and carefully vetted resources, and create virtual versions of the face-to-face work they have always done.
The outcome? Two new online “resource hubs”: one for parents to learn more about how to support their children’s literacy development, and one for teachers to discover effective, easy-to-use methods for providing reading instruction and intervention in an online delivery model.
We developed our Dyslexia Resource Hub in the fall and had plans to create additional resource hubs for parents and for teachers, but this situation gave us the impetus to push fast forward and get it done very quickly. UFLI faculty, staff, and graduate students worked tirelessly to make both hubs launch-ready as school closures made them more necessary than ever.
09 Apr2020
By Linda Minor
Applications for the 2021 AACTE awards are now open. For most of the awards, programs and individuals can be either self-nominated or nominated by a third party. To submit your nomination, visit AACTE’s online submission site. Entries for the Outstanding Book Award are due May 15 and entries for the Outstanding Dissertation Award are due August 15. The due date for all other award submissions is October 9.
Winning entries will be decided by the AACTE standing committees and recognized formally at the 2021 Annual Meeting, February 26 – 28, in Seattle, Washington.
09 Apr2020
AACTE Responds to COVID-19
By University at Albany
The University at Albany School of Education, in order to support a greater need for remote learning in K-12 education, on Wednesday launched the website Remote Education Resource Center, or RemoteEd.
The site, which has immediate critical value in the current coronavirus crises, will not only help teachers incorporate remote learning tools into their classes, but also foster a community of practice in the Capital Region. RemoteEd had its unveiling on Wednesday during a webinar with area teachers.
“The School of Education at the University at Albany has a deep purpose and commitment to assist the special, urgent needs of teachers, leaders and schools to support student learning in this current dynamic time,” said Jason Lane, interim dean of the School. “Our faculty and graduate students have worked tirelessly to bring this resource to reality. We’re all in this together to support our children and students.”
09 Apr2020
AACTE Responds to COVID-19
By Lauren Weitlauf
This article originally appeared on the Western Kentucky University WKU News site and is reprinted with permission.
With the help of faculty and partnering school districts, Western Kentucky University student teachers Ian Harper, Theresa Price, and Hallee Black, among other candidates, immediately went to work developing an alternative learning plan for their classrooms in light of COVID 19 mitigations. Overnight, non-traditional instruction, or NTI, became a mantra and a motive with each candidate pulling tools and resources from their arsenal of lessons learned during their time at WKU.
“Our Topper teacher candidates have stepped up in a big way,” said WKU Office of Professional Educator Services Director, Stephanie Martin, as she reflected on the days leading into alternative learning.
“I had professors at WKU that prepared us for NTI days inadvertently,” said Ian Harper, middle school social studies and language arts major from Bowling Green. Harper currently serves eighth grade students at Drakes Creek Middle School in Bowling Green and said that, even in this “worst case scenario,” WKU faculty and Warren County teachers helped him adapt to the current unprecedented situation thanks to their commitment to technology-based resources.
07 Apr2020
AACTE Responds to COVID-19
By Lynn M. Gangone and Jacqueline Rodriguez
With the onset of the coronavirus (COVID-19), school districts, institutions of higher education, and educators are finding themselves in uncharted territory. As schools across the nation are forced to shut their doors, finding ways to best serve all students equitably has never been more urgent. This is especially true for our most vulnerable students—those with disabilities.
COVID-19 hit hard and fast. And with that, so did the shift from in-school instruction to online learning. We know that special education students receive, consume, and apply information differently in face-to-face settings versus online environments. However, the rapid onset of COVID-19 did not give educators, parents, or students time to adequately prepare for the transition.
31 Mar2020
AACTE Responds to COVID-19
By Weade James
In light of the COVID-19 pandemic, higher education institutions and its students are facing significant challenges and uncertainties. Graduate students enrolled in colleges and schools of education, in particular, have had to respond to the current circumstances and find solutions to continue their academic pursuit and scholarly productivity. AACTE recently interviewed three graduate students from our member institutions about how the current crisis has affected them. The following themes emerged from these interviews.
Challenges with Adapting to Distance Learning
As a result of campus closures, graduate students have found themselves having to engage in distance learning fully. Although some have had experience in taking and teaching online courses, there are still unique challenges when all learning occurs virtually. These challenges are more common for students who are parents and have to oversee instruction for children in PK-12 schools during daytime hours. Additionally, students who are in a household with multiple adults teleworking or engaging in distance learning places a strain on their ability to focus and on resources like Wifi connectivity. Graduate students have expressed having to complete their studies during abnormal hours due to these distractions in their home environments.
27 Mar2020
AACTE Responds to COVID-19
By Katrina Norfleet
To assist education institutions in transitioning to temporary remote instructions of classroom-based courses, Quality Matters (QM) has created an “Emergency Remote Instruction (ERI) Checklist.” The three-tiered list includes considerations, tips, and actionable strategies, according to prioritized needs. The QM ERI Checklist is organized into three columns to first provide instructors with recommended actions, then add a brief explanation of the action’s importance and impact, and finally, a column to reference related Specific Review Standards from the QM Higher Education Rubric™, Sixth Edition.
This checklist is a useful tool for individual faculty as a prioritized checklist for remote teaching and as guidance for instructional designers and/or educational technologists who are working with faculty in a rapid development process to temporarily move classroom instruction online.
Below is an abbreviated list of the “Recommended Actions for Instructors.” For access to the complete tool, link to QM Emergency Remote Instruction Checklist.
27 Mar2020
AACTE Responds to COVID-19
By Thomas Rodgers
AACTE has joined this coalition to provide support to the nation’s teacher leaders and educators during the coronovavirus pandemic.
The International Society for Technology in Education (ISTE), an education nonprofit that works with the education community to accelerate the use of technology to solve tough problems and inspire innovation, today announced the launch of COVID-19 Education Coalition—a diverse group of education organizations focused on curating, creating, and delivering high-quality tools and support for educators as they keep the learning going during extended school closures caused by the global pandemic.
“In this time of uncertainty and rapid change, school system leaders and educators are being inundated with information. This is an effort to cut through the noise, and provide a coordinated response to the urgent need for accurate information, responsive professional learning and contextualized resources,” said Richard Culatta, CEO of ISTE. “We’re coming together with over 50 of education’s trusted associations and nonprofit organizations to help ensure educators have what they need to support students and families.”
24 Mar2020
By Jacqueline Rodriguez and Caitlin Wilson
At a time when the nation’s universities and colleges are moving to an online learning environment, AACTE is prepared to support the transition through webinars, resource sharing, and engagement. Next week, technology and online learning experts from the AACTE Innovation and Technology Committee are hosting a 90-minute webinar, Thursday, March 26 from 1:00 – 2:30 p.m. The webinar is open to all AACTE members.
The How to Transition to an Online Learning Environment webinar will address transitioning to online instruction for 30 minutes, followed by a 60-minute Q&A session for members to ask questions of AACTE resident experts. Much like virtual office hours, AACTE members can access our Innovation and Technology Committee members with questions specific to their local context.
The webinar will be recorded and hosted on our resource page for members to access at any time.
Register today.
24 Mar2020
By Lisa Dieker
The University of Central Florida (UCF) has moved their work with TeachLivE to remote servers to allow teacher candidates throughout the duration of the COVID-19 Pandemic to use simulations of classrooms to observe student teaching competencies. UCF invites teacher educators from other teacher training institutions to use the TeachLivE platform.
TeachLivE now has the capability to observe student teachers interacting with elementary (option for inclusive setting), middle, and high school (option for inclusive setting) classrooms. Users may request English Language Learning avatars (Spanish).We also support preparation for parent-teacher and teacher-principal conferences. These virtual simulations can occur with an instructor observing a prospective teacher interacting remotely with students in one of the TeachLivE environments or used in an online setting with peers watching each other to provide feedback. The instructor can record data about specific student teaching competencies and providing feedback to the prospective teachers.
10 Feb2020
By Katrina Norfleet
AACTE is delighted to announce the Salisbury University School of Education as the recipient of the 2020 AACTE Best Practice Award for Innovative Use of Technology for integrating maker education throughout its educator preparation program. Diallo Sessoms, associate professor, Samuel W. and Marilyn C. Seidel School of Education, Salisbury University, will be recognized formally with the award at the AACTE 72nd Annual Meeting, February 28 – March 1, in Atlanta, GA.
Salisbury University is pioneering the idea of “classrooms” as makerspaces, which will push future educators to inspire their students to be makers, inventors, and entrepreneurs. The official makerspace, a physical space for faculty and students to generate visceral experiences, opened in fall 2018. Both faculty and students are learning to infuse the maker mindset into their teaching philosophies by applying a combination of programming, design thinking, 3D modeling, and physical computing experiences. While the university’s educator preparation program has a stand-alone technology course, it is also emphasizing the integration of concepts across all instructional methods courses. To build capacity for in-service educators, the School of Education is also offering professional development in invention literacy for practicing teachers to increase play-based learning and makerspace access.
31 Jan2020
By Lara Luetkehans
The AACTE Committee on Innovation and Technology is charged with developing the Association’s classroom reform and technology agendas related to PK-12 and postsecondary education. This year the committee’s focus has been on promoting use and facilitating communication and interaction in learning and technology. To do so, committee members have been planning the third iteration of the Information and Technology Preconference Workshop to be offered at the Annual Meeting in Atlanta on Feb. 27.
The Preconference Workshop will highlight Exemplars and Partners in Integrating Technology in Teacher Preparation. This half-day session will provide attendees with an opportunity to engage with key stakeholders from universities and professional organizations who are committed to preparing future educators to effectively integrate technology for student learning. Panels and sessions on academic program and faculty development, partnerships, diversity, and social justice will showcase the work and outcomes of exemplary researchers, practitioners, and organization leaders. Participants will engage in thinking about how to build capacity at their own institutions. Please join us on February 27, 1:00-5:00 p.m. for a packed agenda. To learn more and register, visit aacte.org.
06 Jan2020
Virtual Math Mentorship Project: Partnering Elementary Math Methods Course with Rural Title 1 School
By Jennie Carr and Tammy T. May
Photo Credit: Ben Wyrick
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
This article was written by Jennie M. Carr of Bridgewater College and Tammy T. May of Rockingham County Public Schools.
Educator preparators are often seeking unique and meaningful experiences for their teacher candidates. With the knowledge that high quality mentoring relationships can demonstrate positive improvements in academic performance, attendance, feelings of self-confidence, resilience, perceived social acceptance, and relationships with others, we began working collaboratively to create a mutually beneficial math mentorship partnership between Bridgwater College and an elementary school in the Rockingham County Public School District (Coller & Kuo, 2014; Masters & Kreeger, 2017). The logistics of managing a traditional face-to-face mentoring experience was too difficult and there is no required field experience in the college’s elementary math methods course. Because online tools are typically utilized on college campuses and with the school district’s recent 1:1 Chromebook adoption, we crafted the virtual math mentorship (Hartun & Harvey, 2015).
Connecting the virtual math mentorship to teacher candidates’ capstone project in the math methods course was vital to its success. The eight-week project consisted of a teacher candidate field trip to the elementary school, two virtual Google Hangout sessions, four virtual Seesaw pen pal exchanges, and the creation of a personalized and interest-based differentiated math lesson for a fifth grade mentee, which was implemented during the students field trip to Bridgewater College.
20 Nov2019
By Sue Corbin
The Maker Movement has been gaining momentum over the past 14 years with the publication of MAKE magazine in 2005 and the first Maker Faire sponsored by John Dougherty. The book titled Invent to Learn, 2nd Ed. (2019) has become what is known as the Maker’s Movement Bible. Written by Sylvia Libow Martinez and Gary Stager, the book goes into detail about how teachers and students can let loose their creativity in a myriad of ways if they are provided with space and materials to do so.
There have always been “makers” who used their hands, brains, and hearts to invent and produce the things that people use for work and play. Classrooms have long been known as places where students could be caught making things on any given day. Why the hype about maker spaces, then?
Perhaps it has to do with the disconnect that appears to have occurred due to the technology revolution that has moved learning through exploring with material objects to learning from screens. On our small campus in Northeast Ohio, we have seen a constant move toward emptying the library of books and journals in favor of digital texts. Getting a hard copy of a textbook from publishing companies is becoming more of a challenge as well. Students on all levels rely more on Google than library stacks to conduct their research. It may be that the pendulum, as it always does, is beginning to swing the other way, and humans are craving the need to get back to hands-on learning that can leave printing ink on your hands, and clay under your finger nails.
06 Nov2019
By Hannah Astin
This article originally appeared in The Carolinian and is reprinted with permission.
With a new multi-million-dollar grant, UNC-Greensboro’s (UNCG) School of Education will create a new teaching program focused on bringing high-tech thinking to two rural North Carolina counties.
The 5-year, $6.1 million grant comes from the Teacher Quality Partnership grant program under the United States Department of Education.
UNCG School of Education will use the grant money to establish the Piedmont Teacher Residency Partnership. The Partnership will train new teachers in new technology and problem solving, and the teachers will be placed in some public schools in Rockingham and Surry counties.
