Abstract
Teacher education programs face several challenges when it comes to preparing classroom teachers to be successful in the integration of technology in their instructional practices to support teaching and learning. These challenges include technology self-efficacy, technology proficiency, and the rapidly changing technology tools that are available. There is a need to replace current instructional practices that focus on current technologies with processes that teach candidates to be future thinkers, to imagine the classroom of tomorrow, to develop an inquisitive mindset, and to have the resilience to experiment with technologies that may have not even been developed yet. Identifying the processes that could address these challenges is the focus of this chapter.
TopMain Focus Of The Chapter
The main focus of this chapter is to examine interventions that replace current instructional practices focused on current technologies with innovative processes that teach candidates to be future thinkers, who can imagine the classroom of tomorrow, who can develop an inquisitive mindset, and who have the resilience to experiment with technologies that may not have been developed yet. The goal of this chapter is to identify processes that could address these challenges.
Key Terms in this Chapter
Models: Replicable practices or schema.
Teacher Candidate: College student seeking teacher certification through enrollment in a teacher education program.
Attitude: A way of thinking or feeling about technology use in the classroom.
Integration: The seamless inclusion of technology into the classroom or curriculum to support teaching and learning.
Knowledge: A compilation of skills and awareness of technology tools and their use in the classroom.
Innovators: Individuals who introduces or applies something new in the classroom.
Technology: Any digital or electronic device designed to be used to support teaching and learning.