Wednesday, March 4
11:30 AM-12:30 PM
PST
Amazon B-F Rounds

Overcoming Low Digital Literacy among Teacher Education Faculty Using the Virtual Collaborative Model (VCM)

Roundtable ID: 44499
  1. aaa
    Rebecca Blankenship
    Florida A & M (FAMU)

Abstract: Much of what is known about how teachers receive and integrate knowledge comes from the literature on face-to-face in-service training. The bulk of research dealing with professional development has primarily focused on (and accepted) the teacher as passive recipient of training that is typically contextualized according to school district objectives and state certification requirements. Teacher candidates view traditional training venues as something done to them rather than done with them; the teacher candidate, then, becomes noticeably absent from university training and is then seen as professionally “tamed” through this directed process (Lingard, 2003). As more digital natives are entering teacher preparation programs, the need to provide more technologically integrated teacher preparation programs is a pervasive issue that many university faculty are, at present, ill-equipped to implement based on their low digital literacy (Horizon Report, 2014).

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