You are here:

Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools
ARTICLE

, , ,

Journal of Digital Learning in Teacher Education Volume 27, Number 1, ISSN 2153-2974

Abstract

This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching. These are important considerations for teacher education programs of the 21st century. (Contains 1 table and 2 figures.)

Citation

Archambault, L., Wetzel, K., Foulger, T.S. & Williams, M.K. (2010). Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education, 27(1), 4-11. Retrieved April 25, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Increasing Technology Usage Throughout Teacher Preparation: The Importance of Preservice Teachers' Acceptance

    Rebekah Davis, NC State University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2019–2024

  2. Punctuation and Capitalization in Text Messages sent from Traditional Mobile Phones versus Smartphones: Implications for Higher Education

    Genevieve Johnson, Curtin University, Australia

    International Journal on E-Learning Vol. 15, No. 3 (August 2016) pp. 327–340

  3. Teachers’ TPACK Competency Developed and Observed in EFL Classrooms: The Impact of TPACK-in-Action Workshops

    Shu-Ju Diana Tai, Center for Technology in Learning & Teaching, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 49–56

  4. Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    Handal Boris, The University of Notre Dame Australia, Australia; Chris Campbell, The University of Queensland, Australia, Australia; Michael Cavanagh & Peter Petocz, Macquarie University, Australia, Australia; Nick Kelly, The University of Sydney, Australia

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 1 (March 2013) pp. 22–40

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.