24 Oct2023
By Cam McComb, Ph.D
The National Board for Professional Teaching Standards (NBPTS) has provided a useful resource for teacher preparation programs and in this post, I share a three-part strategy used to help preservice art teachers to develop a pedagogical mindset.
Accomplished Teaching Learning and Schools (ATLAS) is a resource of the NBPTS. The subscription-based site contains curated teaching videos, along with supporting commentary and instructional materials, submitted as part of teaching evaluations such as the edTPA, and National Board Certification.
As a National Board Certified Teacher, I was keenly aware of the rigorous teaching expected of the NBPTS. So, as classrooms closed during the 2020 pandemic, I quickly signed up and searched the ATLAS database for teaching exemplars that would resonate with soon-to-be art teachers. I scanned through 50 art videos, selected one, and developed a simple three-part strategy for using the video in whole-group instruction. I use this approach twice a semester.
21 Sep2023
By Tyler Pointer
American Association of Colleges for Teacher Education (AACTE) 2022 Best Practice Award for Innovative Use of Technology winner Southeast Missouri State University (SEMO)’s College of Education, Health, and Human Studies was recently designated as an Apple Distinguished School.
A designation the college has held since 2014, SEMO’s College of Education, Health, and Human Studies holds this distinction through 2025. The college received this honor for its integration of technology through the university’s EDvolution Center, a space on campus dedicated to innovation and emerging technology.
At the EDvolution Center, students can experience the Virtual Reality Room, utilize the podcasting booth, and collaborate with others using mediascapes, so they may use and share these and other technological tools with their students in their own classrooms. Through their work in assisting students in solving contextual problems in meaningful ways utilizing technology, the EDvolution Center and the EDvolution Model, a research-based model focusing on effective and appropriate technology integration received the AACTE 2022 Best Practice Award for the Innovative Use of Technology.
“We are extremely proud to earn this prestigious distinction for an additional three years,” said Joe Pujol, dean of the College of Education, Health, and Human Studies. “The selection of Southeast as an Apple Distinguished School highlights our success as an innovator and a compelling learning environment that engages students and provides tangible evidence of academic achievement.”
28 Aug2023
By Debbie K. Mercer
In March 2023, AACTE awarded the 2024 Best Practice Award for the Innovative Use of Technology to Kansas State University. In this article, Debbie Mercer, dean, provides a summary of the university’s award-winning body of work.
AACTE is currently accepting nominations for the 2024 Best Practice Award for the Innovative Use of Technology The deadline is September 1. Learn more and submit an entry.
Kansas State University’s College of Education (COE) has developed a significant body of work leveraging technologies for innovative remote learning opportunities. Through the use of telepresence robots in conjunction with more conventional remote communications platforms, the COE has developed an integrated body of teaching, research, and service activities that engage teacher education candidates, teachers, faculty, and students in bold new initiatives that build a vision for 21st-century learning and engagement on the traditional strengths of the institution. From remote field experiences that bring teacher education candidates to high-need rural schools, to international service-learning opportunities, to fully remote teaching internships, these initiatives are both sustainable and scalable.
28 Aug2023
By Nicole Dunn
As faculty return to campus to prepare for the year, we know a major part of that is planning robust classroom observation experiences for candidates. ATLAS (Accomplished Teaching, Learning and Schools®) is a video library that provides video cases and analysis tools of accomplished teaching practices indexed to common teaching and learning frameworks across various classroom settings. Observations with ATLAS are made even more valuable because they include insights into behind-the-scenes instructional decision-making.
Having worked with NBTPS to elevate ATLAS as a tool during the pandemic and seeing how member institutions like Eastern Michigan University and Kansas State University continue to integrate the platform to enhance their programs, AACTE is excited to offer a discount for this tool through the end of the year. AACTE has partnered with the National Board of Professional Teaching Standards, Inc. (‘NBPTS’ or ‘The National Board’) to offer individual and institutional access to ATLAS at a reduced cost for AACTE members who are new subscribers.
09 Aug2023
By Jane Roberts
This article was originally published by Tennessee Tech University News.
The College of Education at Tennessee Tech University is introducing a new doctoral program to its selection of post-graduate degrees. Starting this fall, the online Ph.D. in higher education, with a focus on data science and designed for professionals in the field interested in applying in-depth knowledge and technological resources, will be available.
“A doctoral degree provides students the opportunity to advance into more professional roles as they gain experience,” stated Lisa Zagumny, Ph.D., Dean of the College of Education. “In today’s data-driven, evidence-based context, the knowledge and skills acquired through this program will contribute to additional growth, success, and position graduates for greater contributions to their institutions,” she added.
08 Aug2023
By Jamie N. Mikeska
The Educational Testing Service (ETS) now accepting applications through August 16, 2023, to participate in the NSF-funded (#2037983) Simulations in Math and Science Teacher Education Meeting, to be held at the Massachusetts Institute of Technology in Cambridge, MA. Read on to learn more about this exciting opportunity.
This fully-funded working meeting is intended to provide opportunities for attendees — who will include teacher educators, researchers, professional development facilitators, policymakers, and school district leaders — to learn about new advances in simulations and practice-based teacher education in K-12 science and mathematics teacher education.
11 Jul2023
By Erica Techo
This article was originally published by the University of Georgia’s College of Education.
A new study from the University of Georgia aims to improve how we evaluate children’s creativity through human ratings and through artificial intelligence.
A team from the Mary Frances Early College of Education is developing an AI system that can more accurately rate open-ended responses on creativity assessments for elementary-aged students. This project was funded by the U.S. Department of Education.
26 Jun2023
By ISTE
The International Society for Technology in Education (ISTE), a nonprofit focusing on accelerating innovation in education, announced the first cohort of fellows for its AI Exploration for Educator Preparation Programs (EPPs).
The AI Explorations for EPPs Fellowship marks the first of its kind in higher education offerings. This year’s recipients were selected to participate in an eight-month learning and development opportunity. The fellowship aims to enhance EPP faculty and staff understanding of best practices on artificial intelligence (AI) in education, its implications on instruction, and strategies for preparing preservice educators to teach with and about AI.
15 Jun2023
By Guy Trainin
Advancements in artificial intelligence (AI) have opened up a world of possibilities in various fields, including education. On May 23, AACTE’s Committee on Innovation & Technology hosted the webinar, “An Introduction to Using AI Tools in Educator Preparation Programs,” that explored the fundamentals of generative AI and its potential to revolutionize learning. The speaker panel was moderated by the committee’s co-chair, Rachel Karchmer-Klein. Panelists included Punya Mishra (Arizona State University), Eleazar Vasquez III (University of Central Florida), and Marie Heath (Loyola University), who discussed the ethical considerations, personalized learning, and the transformative impact of AI in education.
Generative AI, as explained by Mishra, involves the use of machine learning algorithms to generate new content in various formats. However, the complex nature of these AI systems means even their creators cannot fully understand how they work. He stressed the importance of recognizing generative AI as a social technology and setting clear boundaries to ensure responsible implementation.
12 Jun2023
By Idaho State University
The Idaho State University Albion Center for Professional Development, housed in the College of Education, has partnered with Ed3 DAO to offer a suite of online professional development courses for K-12 educators nationwide.
Co-founded by two educators, Vriti Saraf & Michael Peck, Ed3 DAO is a global launchpad and community for educators who wish to seek innovation and reimagine education using modern technology. The Ed3 DAO courses will help educators leverage concepts and tools including artificial intelligence, decentralization and democratization, financial literacy, cyber ethicism, digital cultural sensitivity, and more in their classrooms.
“The goal of our courses is to equip educators with the knowledge and skills to navigate and illuminate the power of a decentralized web,” said Mike Peck, co-founder of Ed3 DAO. “Our courses will help bridge the gap between the traditional classroom and the digital frontier.”
20 Mar2023
By Laurie Bobley
At AACTE’s 75th Annual Meeting in February, incoming Committee on Innovation and Technology Member Laurie Bobley (Touro University) attended the Deeper Dive Session, “Technology Pledge into Practice – How the Digital Equity & Transformation Pledge Creates Digital Efficacy at EPPs,” presented by the committee. In the following article, she recaps the session’s content and implications.
Education at all levels has undergone a rapid transformational shift towards digital learning environments and the use of technology. Educator Preparation Programs (EPPs) are now grappling with how to ensure that the changes are implemented in a way that is truly beneficial to teaching and learning. As EPPs also consider the future of learning, they have begun to recognize the vital role that technology must play.
The U.S. Department of Education and ISTE (International Society for Technology in Education) worked with input from EPPs and other stakeholders by developing the EPP Pledge for Digital Equity and Transformation. The pledge focuses on “a vision for transforming educator preparation providers to meet the needs of today’s schools.” It consists of five pillars that can guide the preparation of educators to engage and educate students with technology in new learning environments.
14 Mar2023
By Elizabeth Foster
The U.S. Department of Education is refreshing the National Educational Technology Plan. I am writing to extend this special invitation to participate in a group listening session. The group listening session for teacher education faculty and teacher preparation candidates only will take place on Thursday, March 16 from 1:00 –2:30 p.m. PDT/ 4:00-5:30 p.m. EDT.
To accept this invitation, please complete this confirmation form. Registration is required to participate.
20 Dec2022
By Ken Spero
In the latest webinar hosted by SchoolSims, titled “Evidence of the Impact of Simulations on School Leader Development and Preparation,” a panel of experts in educational leadership discuss their research on school leader preparation and development and the impact of experiential learning opportunities through simulations. Panelists include including Sara Dexter, Ed.D., Jennifer Bailey, Ed.D., David De Jong, Ed.D., Mike Johanek, Ed.D., and Trent Grundmeyer, Ph.D.
The purpose of the webinar is to provide context for the potential impact of simulation practice as a targeted professional development method that may go beyond pre-service preparation and continue as a learning pathway for in-service school leaders and teachers by examining the most recent research on leadership and teacher development.
04 Nov2022
By Michael Staton
This article was originally published by Clemson News and is reprinted with permission.
Catherine Griffith serves as a clinical associate professor of special education in the Department of Education and Human Development at Clemson University. She coordinates the Master of Education program in Special Education with emphases in academic and behavioral interventions and teaches coursework on individuals with learning disabilities and emotional and behavioral disorders, intensive academic interventions, and applied behavior analysis.
28 Oct2022
By Elizabeth Bradley
Virtual reality has a number of applications for pedagogy and teacher training; simulation training in these much-needed areas may add an essential component to the field of teacher education (Tondeur, Pareja-Roblin, van Braak, Voogt, & Prestridge, 2017). Computer simulations can provide guided practice for a variety of situations that pre-service teachers wouldn’t frequently experience during their teacher education studies (Mason, Jeon, Blair, & Glomb, 2011; Mason, 2011). Simulations can help pre-service teachers develop the skills that it takes to properly run a classroom without the high-stakes risk of causing harm to actual students (Matsuda, 2005).
There are numerous benefits to game-based learning, including improved learner motivation and engagement, constructive knowledge frameworks, exploratory and independent learning and, at times, higher achievement outcomes over traditional pedagogy (Boyle et al., 2016; Cheong, Flippou, & France, 2015; Peterson, 2019). Simulations can allow pre-service teachers to see their students from a different perspective, gain insight into the best ways to manage their future classroom, and understand the direct consequences of their actions in the classroom (Ferry et al., 2004). Including simulations in pre-service teaching coursework has demonstrated an increase in the confidence and effectiveness of first year teachers (Englebert, 2010).
