Read Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field

Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field

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Description:Sections of the BookAt its core, this book is focused at the intersection of technology and teacher education. However, even with such aspecific focus, authors submitted papers that covered very diverse areas of inquiry or practice. We divided the book intoseven categories that somewhat mirrored the categorical divisions for the special issue of JTATE:1. Online Pedagogical Strategies. The move to remote instruction necessitated the transition from face-to-face orbrick-and-mortar approaches to new pedagogical strategies in preservice and inservice teacher education thatcapitalized on the affordances of technology. This section features 24 manuscripts that discuss a wide rangeof online strategies that facilitated the delivery of teacher education activities. Articles in this section discusstheoretical frameworks that support the adaptation of face-to-face teaching and learning strategies to onlineplatforms, new forms of teacher lesson planning for online teaching, the development of digital resources forteachers that supported online teaching and learning, and strategies for teachers as they prepare parents andstudents for online learning and assessment.2. Community and Collaboration. The COVID-19 pandemic made it clear that close collaboration with schoolsystems and institutions of higher education, both locally and globally, was going to be essential to respond tothe needs of preservice and inservice teachers. The 19 chapters featured in this section highlight ways to buildsuch communities. These chapters discuss webinars for teachers worldwide during the pandemic, teacher andteacher educator discipline-specific as well cross-discipline communities of practice, the development of school/university partnerships to support the transition to remote teaching, the role of home-school connections, andthe promises of social media to empower and connect educators.3. Alternative Field Experiences in Preservice Teacher Education. Clinical field experience is the hallmark ofteacher education and a required component of teacher licensure (Darling-Hammond, 2014). With the need toshift both university and K-12 school instruction online, teacher educators had to quickly re-envision and reimaginetraditional field experiences, which typically place preservice teachers in physical classrooms workingalongside inservice educators. The 19 chapters featured in this section discuss innovative approaches to preserviceteachers’ field experiences. These chapters discuss virtual internships, the use of simulations and video asan alternative to field placement, unique ways of facilitating preservice and inservice collaboration, and alternativeapproaches to helping preservice teachers connect theory to practice, a primary goal of field experiences.4. Preservice Teacher Education Methods and Pedagogy. Like field experiences, content-specific methods coursesare an essential component of teacher education (Darling-Hammond, 2014). These courses focus on helpingpreservice teachers develop knowledge and skills needed to teach within a discipline. The 15 chapters featuredin this section discuss new pedagogical approaches to the delivery of methods coursework (e.g., mathematics,music, language education, and educational technology), as well as innovative pedagogical strategies for helpingpreservice teachers develop critical skills related to reflection, collaboration, and ongoing learning.5. K-16 Educator Professional Development. Professional development is essential for helping teachers keep up todate with new developments in theory and practice. This need was exacerbated during the COVID-19 pandemicas educators had to shift quickly to remote instruction. This section includes 16 chapters focusing on innovativeapproaches to educator professional development in both K-12 and higher education settings. These approachesleveraged what we know about effective professional development, including opportunities for personalized andjust-in time learning to coaching and tutoring.6. Digital Tools. In the current technology-saturated world, the plethora of digital tools can sometimes be intimidating,resulting in their misuse. When preservice and inservice teachers were suddenly faced with the necessityof transitioning to online instruction, they needed guidance with how to use digital tools in pedagogically-soundways. This section features 23 chapters that overview innovative implementations of digital tools. The authorsdiscuss how online instruction can be facilitated and enhanced using digital tools such as audio feedback, hyperlinkedwebsites, 360-degree video, videoconferencing, storyboards, and digital storytelling.7. Equity Issues. When instruction precipitously needed to be delivered electronically, preexisting concerns regardingequity issues in education became increasingly amplified. The 13 chapters featured in this section cover avar...We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. To get started finding Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field, you are right to find our website which has a comprehensive collection of manuals listed.
Our library is the biggest of these that have literally hundreds of thousands of different products represented.

Pages: 830

Format: PDF, EPUB & Kindle Edition

Publisher: Association for the Advancement of Computing in Education (AACE)

Release: 2020

ISBN: 1939797497

Description: Sections of the BookAt its core, this book is focused at the intersection of technology and teacher education. However, even with such aspecific focus, authors submitted papers that covered very diverse areas of inquiry or practice. We divided the book intoseven categories that somewhat mirrored the categorical divisions for the special issue of JTATE:1. Online Pedagogical Strategies. The move to remote instruction necessitated the transition from face-to-face orbrick-and-mortar approaches to new pedagogical strategies in preservice and inservice teacher education thatcapitalized on the affordances of technology. This section features 24 manuscripts that discuss a wide rangeof online strategies that facilitated the delivery of teacher education activities. Articles in this section discusstheoretical frameworks that support the adaptation of face-to-face teaching and learning strategies to onlineplatforms, new forms of teacher lesson planning for online teaching, the development of digital resources forteachers that supported online teaching and learning, and strategies for teachers as they prepare parents andstudents for online learning and assessment.2. Community and Collaboration. The COVID-19 pandemic made it clear that close collaboration with schoolsystems and institutions of higher education, both locally and globally, was going to be essential to respond tothe needs of preservice and inservice teachers. The 19 chapters featured in this section highlight ways to buildsuch communities. These chapters discuss webinars for teachers worldwide during the pandemic, teacher andteacher educator discipline-specific as well cross-discipline communities of practice, the development of school/university partnerships to support the transition to remote teaching, the role of home-school connections, andthe promises of social media to empower and connect educators.3. Alternative Field Experiences in Preservice Teacher Education. Clinical field experience is the hallmark ofteacher education and a required component of teacher licensure (Darling-Hammond, 2014). With the need toshift both university and K-12 school instruction online, teacher educators had to quickly re-envision and reimaginetraditional field experiences, which typically place preservice teachers in physical classrooms workingalongside inservice educators. The 19 chapters featured in this section discuss innovative approaches to preserviceteachers’ field experiences. These chapters discuss virtual internships, the use of simulations and video asan alternative to field placement, unique ways of facilitating preservice and inservice collaboration, and alternativeapproaches to helping preservice teachers connect theory to practice, a primary goal of field experiences.4. Preservice Teacher Education Methods and Pedagogy. Like field experiences, content-specific methods coursesare an essential component of teacher education (Darling-Hammond, 2014). These courses focus on helpingpreservice teachers develop knowledge and skills needed to teach within a discipline. The 15 chapters featuredin this section discuss new pedagogical approaches to the delivery of methods coursework (e.g., mathematics,music, language education, and educational technology), as well as innovative pedagogical strategies for helpingpreservice teachers develop critical skills related to reflection, collaboration, and ongoing learning.5. K-16 Educator Professional Development. Professional development is essential for helping teachers keep up todate with new developments in theory and practice. This need was exacerbated during the COVID-19 pandemicas educators had to shift quickly to remote instruction. This section includes 16 chapters focusing on innovativeapproaches to educator professional development in both K-12 and higher education settings. These approachesleveraged what we know about effective professional development, including opportunities for personalized andjust-in time learning to coaching and tutoring.6. Digital Tools. In the current technology-saturated world, the plethora of digital tools can sometimes be intimidating,resulting in their misuse. When preservice and inservice teachers were suddenly faced with the necessityof transitioning to online instruction, they needed guidance with how to use digital tools in pedagogically-soundways. This section features 23 chapters that overview innovative implementations of digital tools. The authorsdiscuss how online instruction can be facilitated and enhanced using digital tools such as audio feedback, hyperlinkedwebsites, 360-degree video, videoconferencing, storyboards, and digital storytelling.7. Equity Issues. When instruction precipitously needed to be delivered electronically, preexisting concerns regardingequity issues in education became increasingly amplified. The 13 chapters featured in this section cover avar...We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. To get started finding Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field, you are right to find our website which has a comprehensive collection of manuals listed.
Our library is the biggest of these that have literally hundreds of thousands of different products represented.

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Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field

Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field

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