Am I Still Teaching Them?

Best Practices (Asynchronous) ID: 61048
  1. aaa
    Kolleen Homuth
    Central Michigan University

Abstract: There is widespread concern among educators about incorporating the right technology tools fluently in the classroom while at the same time maintaining the learning continuum. The focus of the learning process is necessary while providing undergraduate training on how to utilize technology rather than emphasizing the tool itself. In particular, it must support key components of learning: active engagement, participation in groups, frequent interaction, and feedback (Seymour, 2015). The TPACK framework fits well within the areas of engagement, accountable participation, and student/teacher interaction. Technology, pedagogy and content knowledge blend into a cohesive understanding of purpose toward the learning goal. This paper will focus on the need for curriculum-centered educational technology training for preservice elementary teachers at the undergraduate level of their courses. Researchers recognize the need for technology training to take place prior to college graduation.This training becomes even more important now as educators are needing to work daily with increased classroom technology integration during the COVID pandemic. It is recommended that the direction of educational technology training extends to include preservice teacher college courses. New teachers can enter their classrooms with confidence to incorporate technology as well as share curriculum-focused strategies with their faculty members.

Objectives

This presentation will raise awareness of preservice teachers’ concerns about using technology and teaching curriculum at the same time. The research contained within the report will identify the need for technology training for preservice teachers prior to graduation. There is a need for preservice teachers to utilize technology tools so they may experience student engagement and participation through these resources. This report helps preservice teachers identify the learning process utilizing technology with the Triple E Framework, identifying enhancement, engagement, and extension beyond the classroom. This research also identifies the value of applying the TPACK framework toward learning goals and what that looks like. Technology used appropriately within the classroom pedagogy achieves learning goals to enhance teacher content knowledge.The overall objective provides evidence of how research-based technology enhances elementary curriculum.

Topical Outline

Introduction: “Am I Still Teaching Them? Preservice teachers’ concerns about utilizing technology while maintaining the instruction. This portion of the presentation will also introduce some technology tools that can be commonly found in classrooms today and how TPACK shows evidence of technology enhancement toward the curriculum. Author’s recommended direction to be taken to achieve these goals of preservice technology training. Detailed evidence of preservice teachers’ concerns in utilizing technology fluently and how researchers support this need. How technology can be utilized to promote active engagement, group participation, and sufficient interaction and feedback between students and teachers. Exploring ways to enact technology training to increase preservice teacher confidence with technology tool incorporation with the classroom pedagogy. Next steps on how to incorporate the necessary training for preservice teachers prior to college graduation.

Prerequisites

This presentation will include a discussion and research report on the need for technology training for preservice teachers. Classroom teachers, administrators, and educational technology leaders desiring an approach to classroom technology training are invited to join. Technology tools currently being utilized, discussion on what researchers believe on this topic and where to go from here will be included during this time of increased need for educational technology.

Experience Level

Beginner

Qualifications

Dr. Kolleen Homuth has been teaching for 33 years in the public school system with Pre-K- high school students. Her experiences include working with a diversity of students and income levels as a classroom teacher. She has utilized technology in all subjects, identifying the need for increased technology training for classroom teachers. She is currently a professor at Central Michigan University in the College of Education. Among other committee work and instructional responsibilities, she works with preservice teachers in a methods course that includes field experience at the elementary level. With a doctorate in educational technology, her research focus is technology training for undergraduate students.

Topic

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