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).
21 Oct2022
By Jenna Conan Simpson
In today’s schools, the ability to integrate technology into the teaching and learning environment is a necessary and crucial skill. Many K-12 classroom environments are technology-rich, with 1:1 devices, blended learning, and even distance instruction taking place. However, new teachers often enter the classroom unprepared to successfully utilize educational technology and navigate the technology-rich classroom environment. The research study, Preparation to Teach in Technology-Rich K-12 Classroom Environments, examined the preparation of preservice teachers to teach with technology in today’s classrooms and explored the gap between the preparation teachers received in their teacher education program and what they needed to be able to do to be successful as classroom teachers. The study was conducted during the spring of 2022, and a total of 217 K to 12th grade teachers in their first three years of teaching in the United States participated in the survey, with ten participating in an in-depth follow-up interview.
11 Oct2022
By Keith Krueger
Historically, school and district information technology units have positions designed to enable and support devices and connectivity, but not cybersecurity. Cybersecurity represents a comprehensive challenge facing all staff in K-12 organizations and requires the creation of a culture of cybersecurity within each K-12 organization.
The Consortium for School Networking (CoSN) has released two new resources for K-12 schools and districts seeking to address the need for advanced cybersecurity skill sets within their technology teams.
07 Oct2022
By AACTE
What are the three best reasons to apply for a 2023 AACTE Best Practice Award?
- Showcase your educator preparation program as a model for other higher education institutions
- Receive national recognition from your peers
- Celebrate your team’s contributions that are revolutionizing education for all learners
04 Oct2022
By AACTE
AACTE is currently accepting entries for the 2023 awards. The AACTE Awards Program recognizes excellence in both member institutions and individuals who have made significant contributions to the field of educator preparation.
For most of the awards, programs and individuals can be either self-nominated or nominated by a third party. The deadline to apply is October 31, 2022. Learn more about the 2023 AACTE Awards, eligibility and criteria.
07 Jun2022
By Matthew Wales
Today, representatives from several AACTE member institutions, along with AACTE staff, representatives from both the Council for the Accreditation of Educator Preparation (CAEP) and the Association for Advancing Quality in Educator Preparation (AAQEP), and colleagues from the International Society for Technology in Education (ISTE) and the Society for Information Technology and Teacher Education (SITE), committed to leveraging their resources to support the adoption of the EPP Digital Equity and Transformation Pledge.
In a signing ceremony at the U.S. Department of Education with Deputy Secretary Cindy Marten, the following AACTE members, on behalf of their respective institutions, committed their educator preparation programs to expanding and scaling digital equity and transformation in learning:
11 Apr2022
By Michael Rose
AACTE is a member of The STEM Education Coalition whose mission is to raise awareness among policymakers about the critical role STEM education plays in enabling the United States to remain the economic and technological leader of the global marketplace of the 21st century. The Coalition recently participated in a roundtable discussion with Deputy Secretary of Education Cindy Marten and Assistant Secretary of Planning, Evaluation and Policy Development Roberto Rodriguez on how best to advance STEM education for all students. Meredith Kier, associate professor of science education at the College of William and Mary, represented AACTE at the round table.
Below is a summary of the discussion:
04 Apr2022
By Ling Zhang
The Center of Innovation, Design, and Digital Learning (CIDDL) is seeking voices and inputs about innovative use of technology in teacher preparation programs from all AACTE members.
CIDDL is the Office of Special Education Programs (OSEP)’s funded center focused on increasing the capacity of faculty to use educational technology in special education, early intervention, related services personnel preparation, and leadership personnel preparation programs.
06 Dec2021
By Jacqueline Rodriguez
The Center for Innovation, Design, and Digital Learning (CIDDL) is inviting you to join a community of higher education faculty members focused on sharing tips and tricks, research-based practices, and strategies for innovative use of educational technology in educator or leadership preparation programs. CIDDL’s mission is to influence change that supports the appropriate use of educational technology in all early intervention/early childhood special education (EI/ECSE), related services, and K-12 learning environments to improve outcomes for all students, especially those with disabilities.
29 Nov2021
By John Henning
Clinical experience is critical to the success of teacher candidates. It allows them to receive real classroom experience while they foster relationships with students and build their own instructional skills.
But, even with the skills they learn leading up to the clinical experience, teacher candidates can’t just enter the field and be expected to succeed. There’s a whole host of skills that cannot be taught in a college classroom or via a textbook. And, teacher candidates—just like classroom teachers themselves—need ongoing coaching and feedback to continuously improve their practice.
08 Nov2021
By CSUDH
This article originally appeared on the California State University, Dominguez Hills news site and is reprinted with permission.
Snap Inc., developer of Snapchat, announced a $5 million gift to California State University, Dominguez Hills (CSUDH) for the creation and endowment of a new institute focused on addressing equity gaps in computing education. The gift comprises the largest single donation ever given to the CSUDH campus.
09 Sep2021
By Chad Baldwin
The University of Wyoming College of Education and UW Trustees Education Initiative (TEI) have partnered with Mursion, a company that develops virtual reality training simulations, to present the inaugural College WYTeach competition.
UW and Wyoming community college students who are freshmen or sophomores and interested in becoming teachers can participate in the contest. The top three participants will be awarded scholarship money to UW or a Wyoming community college.
In Wyoming and across the nation, schools are experiencing a shortage of teachers. The WYTeach competition was developed to get students interested in teaching careers and provide a stream of highly qualified teachers into classrooms. This exposure will provide students the opportunity to practice their professional skills and put their teaching abilities to the test by leading a class of students inside a virtual reality simulation.
20 Aug2021
By Gaelle Gilbert
Series one, episode six of the AACTE Podcast, Revolutionizing Education, is now available.
The latest and final episode of series one features a discussion surrounding the critical question: How do we design authentic field experiences that equip students with evidence-based skills to support a sustainable career? Tara Mathien from the University of Florida shares how the adaptations that her educator preparation program made throughout this past year has led to lasting change that will continue to be implemented in the future.
Listen now to Episode 6: Jack Be Nimble
12 Aug2021
By Jacqueline Rodriguez
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 This fall, AACTE is excited to continue supporting an opportunity for members to try out the PlanWise™ tool, a Chrome Extension developed by ETS and focused on delivering formative assessment practices and strategies. The PlanWise™ tool meets teachers where they are in a number of ways, including providing suggestions for formative assessment strategies to teachers and pre-service teachers while they are lesson planning in Google Docs.
Five AACTE member institutions have participated in introductory sessions and have determined that they are interested in trying out the PlanWise™ tool with their pre-service teachers. We are welcoming an additional five institutions to try out the tool this fall.
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05 Aug2021
By Gaelle Gilbert
Series one, episode five of the AACTE Podcast, Revolutionizing Education, is now available.
The latest episode features one of the largest Hispanic-Serving Institutions in the nation, the University of Texas Rio Grande Valley (UTRGV), embarking on a transformation of its teacher preparation program centered on the college mission, vision, and three priorities: quality, culture of inquiry, and positionality. In this episode, Sandra Musanti and Alma Rodriguez from UTRGV share what they have identified to be the three areas of emphasis to guide the transformation work: a practice-based teacher education model, culturally and linguistically sustaining pedagogies, and technology for the 21st century.
Listen now to Episode 5: Transformiing Teacher Preparation
