20 Oct2017
By Jemima Cabedo
In 2014, the University of North Carolina at Greensboro (UNCG) received a federal Teacher Quality Partnership grant for a proposal called Transforming Teaching through Technology (TTtT), winning Year 1 funding of nearly $1.7 million, renewable for up to 5 years. Now, as the partners move into their fourth year of grant-funded collaboration, I asked Principal Investigator and Project Director Christina O’Connor for an update on their work and what it takes to secure continued funding from the U.S. Department of Education year after year.
The partnership among UNCG, Guilford County Schools, and Winston-Salem/Forsyth County Schools aims to prepare 300 teacher candidates per year with the knowledge, skills, and dispositions to incorporate technology to promote academic learning for all students. The idea is to produce teachers who can embed technology and hands-on, problem-based instruction across all content areas. By approaching this work through partnerships, O’Connor noted, the strategies and lessons benefit not only preservice teachers but also the school-based educators and UNCG faculty.
10 Oct2017
By Kristin McCabe
The deadline to apply for a 2018 AACTE Best Practice Award or Professional Achievement Award has been extended to Friday, October 20. Act now to win recognition for your program or colleagues and to contribute to “Celebrating Our Professional Identity” at the 2018 Annual Meeting when the awards are given in Baltimore, Maryland!
Award winners are honored during the general sessions at the opening and closing of the conference, providing inspiring bookends to the experience with examples of outstanding achievement and best practice.
02 Oct2017
By Jerrica Thurman
Today, we are excited to unveil the new AACTE Video Wall as a tool to better showcase members’ impact and amplify their voices. Please check it out at videos.aacte.org!
For several years, AACTE has encouraged members to “tell their stories” so local communities and policy makers can learn more about the positive work educator preparation professionals do every day. Storytelling is indeed essential to getting your message out in a way that creates lasting impressions in people’s minds and hearts. AACTE is now integrating storytelling, video and technology to more broadly disseminate member stories.
20 Jun2017
By Amanda Lester
A member of the North Carolina A&T State University team shares its work during the May event at Morgan State University.
Abiodun Fasoro of Central State University discusses his campus’ minority male STEM program during the Verizon Innovative Learning Showcase.
Last month, I had the privilege of participating in the Building a Networked Improvement Community Around Engaging Minority Males in STEM Workshop at Morgan State University. The workshop focused on advancing the work of the Early STEM Engagement for Minority Males (eSEM) Initiative, a network of 16 minority-serving institutions (MSIs).
Led by Morgan State and in partnership with Verizon Innovative Learning Programs, SRI Education, the National CARES Mentoring Network, and local school districts, eSEM is a growing collaborative seeking to address STEM achievement challenges and improve outcomes for middle school minority male students through the development of a Networked Improvement Community (NIC). The initiative is supported through grants from the National Science Foundation and includes the following universities:
12 Jun2017
By Kristin McCabe
Nominations for the 2018 AACTE awards are now open on AACTE’s online submission site (except the Outstanding Book Award, which closed May 30). Applications for the Outstanding Dissertation Award are due August 18, and all other award submissions are due October 12.
Now in its 22nd year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.
12 Jun2017
By Kevin Graziano, Teresa Foulger, Denise Schmidt-Crawford and David Slykhuis
The views expressed in this post do not necessarily reflect the views of AACTE.
To help educator preparation programs address calls for better preparing new teachers to integrate technology in their practice, we recently led a collaborative research effort to develop a set of teacher educator technology competencies. An article outlining the competencies and our underlying methodologies is currently in review for publication, and we look forward to disseminating the details soon – but for now, we’d like to share some background on what spurred the project and how we decided to approach it.
02 Feb2017
By Kristin McCabe
AACTE’s Committee on Innovation and Technology has selected the Mary Lou Fulton Teachers College at Arizona State University to receive the 2017 AACTE Best Practice Award for the Innovative Use of Technology. The award will be presented during the Speaker Spotlight Session on Saturday, March 4, at the AACTE Annual Meeting in Tampa, Florida.
About 5 years ago, the college eliminated its stand-alone educational technology course and instead began infusing the tech content into methods courses. Because of the college’s large size, this undertaking required massive support and commitment among dozens of faculty and administrators. Their infusion initiative was based on a vision to prepare students to teach and learn with technology, achieved through four components:
17 Jan2017
By Jerrica Thurman
AACTE collaborated with the U.S. Department of Education Office of Educational Technology last month to host a 2-day summit focused on advancing educational technology in teacher preparation. Participants were chosen based on their pledged commitment to the “Educational Technology in Teacher Preparation Challenge” announced last fall.
AACTE President and CEO Sharon Robinson welcomes attendees to the Advancing Educational Technology in Teacher Preparation Summit.
More than 30 AACTE members and partners attended the first day of meetings in the AACTE building, with workshops highlighting how to develop a culture for active use of technology in teacher preparation programs; promote standards, competencies, and credentials for higher education faculty and preservice teachers in educational technology; and build a sustainable system of professional learning.
On the second day, participants visited the White House for the Advancing Educational Technology in Teacher Preparation Innovation Summit. The event highlighted the forward-thinking work of providers advancing the four principles of educational technology in teacher preparation as outlined in the 2016 National Educational Technology Plan:
14 Nov2016
By Kristin McCabe
The U.S. Department of Education Office of Educational Technology (OET) invites educator preparation providers (EPPs) to publicly commit to the four key principles identified in the 2016 National Educational Technology Plan for the use of educational technology in teacher preparation.
EPPs that pledge to uphold the four principles will be eligible to receive an invitation to an “Innovators’ Briefing” hosted by OET December 14 in Washington, DC, along with an afternoon workshop hosted by AACTE the day before. Space at the event is limited, so to be considered for participation, be sure to complete the online challenge form by December 1.
13 Oct2016
By Christine Tambini
AACTE has extended the application deadline for the 2017 Best Practice and Professional Achievement Awards until October 26! Now you have an extra 2 weeks to submit an entry through AACTE’s online submission site or to finish an entry you have already started. For detailed submission information, please refer to the official Call for Entries.
Our Best Practice Awards recognize your institution’s exemplary and innovative work in one of three areas:
13 Sep2016
By Rodrick Lucero
When I was advising prospective teachers at my former institution, I encountered many candidates who had strong potential as educators but struggled to pass the licensure tests. For some of these students, it was helpful to offer practice tests, with feedback, to help combat their test anxiety, but it was challenging for me to find time for this work.
So when I recently met Stephanie Shapiro, the partnerships manager of a test-prep company that offers just this kind of service to teacher candidates–some of it for free–I was intrigued and persuaded her to join AACTE as a new affiliate member. I asked her to share how her organization, Teachers Test Prep, is helping teacher candidates pass their exams. Here’s her response:
15 Aug2016
By Deborah Koolbeck
The U.S. Department of Education released a proposed regulation last month dealing with institutional eligibility for Title IV funds (federal student financial aid). Comments on the proposal are due by August 24 at 11:59 p.m. EDT.
In an effort to address concerns over fraudulent practices, noncompliance with requirements of Title IV programs, and other challenges, the Department is offering this latest round of proposed regulations (the initial work on this began in 2012) on distance education programs with an eye to those that operate in more than one state.
07 Jul2016
By Abigail Mercadante
Ed Prep Matters is featuring “Stories of Impact” to showcase AACTE member institutions with educator preparation programs that are making a positive impact in their communities and beyond through innovative practices. We are committed to sharing members’ success stories and encourage you to do the same.
The importance of clinical practice in teacher preparation is well known. Increasingly, preparation programs are getting teacher candidates into PK-12 settings earlier and more often to enhance their readiness to enter the field. At Minnesota’s Winona State University, that means building a clinical practice model supported by a state-of-the-art “Education Village” slated to open in spring 2018, pending final state funding.
27 Jun2016
By Abigail Mercadante
Last month, the National Assessment Governing Board released its first-ever Nation’s Report Card for Technology and Engineering Literacy via a webcast from the Michigan Science Center. The event presented not only test results but also perspectives from educators and from a panel of students who had participated in the interactive, digital-based assessment, which was administered to more than 20,000 eighth-graders nationwide in 2014.
The National Assessment of Educational Progress (NAEP), commonly known as the “nation’s report card,” was developed in 1969 to measure how students in America compare with students of other countries in the areas of reading and math. Other subjects have been added over the years, and 2014 marked the first assessment targeting technology and engineering skills. The new test is also the first fully computer-based NAEP assessment.
09 Jun2016
UPDATE: Submission deadline for Best Practice and Professional Achievement Awards has been extended to October 26
By Kristin McCabe
Nominations for all of the 2017 AACTE awards are now open on AACTE’s online submission site. To read detailed submission information, please refer to the official Call for Entries.
Now in its 21st year, AACTE’s awards program recognizes member institutions’ exemplary programs as well as individuals who have made noteworthy contributions to education preparation. For an overview of last year’s winners, see this press release.
