What Should Teachers Know about Technology? Perspectives and Practices
Produktdetaljer
Schools and colleges of teacher education are called upon to prepare teachers to use technology. The ability to use technology has been established as a requirement for teacher licensing, certification, and sometimes employment. This book offers a comprehensive picture of the prominent perspectives on technology literacy for teachers and current practices in preparing teachers to become technologically literate. Articles included in this volume address such pressing issues as the theoretical foundations of teacher technology knowledge, the role of technology in teaching, technology standards for teachers, and effective approaches to prepare technologically competent teachers.
The book explores technology literacy for teachers, covering perspectives on preparing teachers to use technology. It addresses theoretical foundations, the role of technology in teaching, technology standards, and effective approaches for developing technologically competent teachers.
Series Editors' Preface; Walter F. Heinecke and Kirk Knestis.
Introduction; Yong Zhao.
Chapter 1. What Teachers Need to Know About Technology? Framing the Question; Yong Zhao.
Chapter 2. From Luddites to Designers: Portraits of Teachers and Technology in Political Documents; Paul Conway and Yong Zhao.
Chapter 3. Educational Technology Standards for Teachers: Issues of Interpretation, Incorporation, and Assessment; Yong Zhao, Cindy Kendall, and Sophia H. Tan.
Chapter 4. Technology as Media: A Learner-Centered Perspective; James A. Levin and Bertram C. Bruce.
Chapter 5. Fluency with Information Technology: The Computer Science Perspective; Mark Urban-Lurain.
Chapter 6. Technology-Supported Portfolio Processes Designed to Promote Learning in a Teacher Preparation Program; Cheryl L. Rosaen and Tom Bird.
Chapter 7. Not "What" But "How": Becoming Design-Wise About Educational Technology; Punya Mishra and Matthew J. Koehler.
Chapter 8. Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs; Jon Margerum-Leys and Ronald W. Marx.
About the Contributors