From Start to Finish

Amanda R. Hurlbut, Sarah McMahan, Aimée Myers, Karen Dunlap, R. Fredrickson
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Abstract

The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.
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从头到尾
美国教育部最近报告说,单一的教育技术课程没有足够的经验来适当地为未来技术丰富的K-12教室准备职前教师。相反,持续接触教学技术在改善对技术的态度和信念以及维持深入的教学实践方面是最有效的。至关重要的是,所有培养具有数字素养的教师的尝试都应该从一个有凝聚力的项目设计中开始,而不是通过整合技术的单一“速成”课程。本章的目的是描述一种程序化的方法,用于根据美国能源部的建议为职前教师(pst)设计全面的数字素养体验。本章将讨论各种例子,包括EPP用来指导PSTs学习成为合格的数字素养教育者的具体课程作业。其中包括实现示例、PST工作的副本以及对维持设计的持续挑战的反思性讨论。
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