In the past, teachers were often considered to be the keepers of knowledge and information. However, in today’s world, people are more connected to information than at any other time in our history. Almost everyone has a library in their pocket, aka a smartphone, that can be used to locate and share information in real-time. The reality of living in the digital age is that “people have access to technologies that empower them to transform their immediate surroundings, local community, and the world through enhanced communication, exploration of ideas, and options for action” (Greene & Hale, 2017, p. 132). This change in how information is stored and used calls for a change to traditional teaching pedagogies and demands a pedagogical change to include strategies that give students more ownership of their learning (Statti & Villegas, 2020). Learning technologies will continue to evolve and impact education. Therefore, it is important that new, sustainable models and strategies for teacher preparation and professional development are developed (Erstad et al., 2015).
In March of 2020, many school districts around the world were forced to implement online learning as COVID-19 closed schools to face-to-face instruction. The pandemic exposed a significant gap in needed preparation and training to enable teachers to make the switch to online learning (Trust & Whalen, 2020). However, educators have been using technology in their classroom for years. In fact, it was reported that 50% of classrooms in the United States were 1:1 in 2015 (Molnar, 2015). Despite the widespread use of technology, many researchers have indicated that educators are struggling to integrate technology effectively into pedagogical design (Willis et al., 2019) because most of the implementation efforts have been tool focused, rather than learner focused (Mayer, 2009). Although many see technology as the key to revolutionizing education, this cannot be done without good teachers who are well-trained in both pedagogy and technology.
My research study will contribute to the field of learning technologies by identifying the changes needed at the political, instructional, and individual level of the American education system to support transformation of teaching and learning through teacher preparation and support. As needed changes are identified, recommendations for policy change will be developed along with suggestions for overcoming obstacles. Another possibility outcome for my research study is to design a model of technology integration for pre-service teacher training and K-12 environments.
I am still working on my research design, so I am not certain if it is reasonable to accomplish what I have proposed here. Many have examined the policies and practices of high-performing school districts to identify the commonalities related to teacher preparation, recruitment, and leadership development. However, there are very few, if any, models for implementing similar policies and practices in the United States. As I continue to work through the literature and refine my research study, I will be able to better define the timeline for the study. My current back-up plan is to specifically look at pre-service teacher preparation and the changes needed to raise teaching quality and provide the instruction students need to thrive in the digital age.
References
Erstad, O., Eickelmann, B., & Eichhorn, K. (2015). Preparing teachers for schooling in the digital age: A meta-perspective on existing strategies and future challenges. Education and Information Technologies, 20, 641-654.
Greene, K. & Hale, W. (2017). The state of 21st century learning in the k-12 world of the United States: Online and blended learning opportunities for American elementary and secondary students. Journal of Educational Multimedia and Hypermedia, 26(2), 131- 159.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
Molnar, M. (2015, February 24). Half of K-12 students to have access to 1-to-1 computing by 2015-16. EdWeek Market Brief. Retrieved 9 September 2020, from https://marketbrief.edweek.org/marketplace-k-12/half_of_k-12_students_to_have_access_to_1-to-1_computing_by_2015-16_1/
Statti, A. & Villegas, S. (2020). The use of mobile learning in grades K-12: A literature review of current trends and practices. Peabody Journal of Education, 95(2), 139-147.
Trust, T. & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
Willis, R.L., Lynch, D., Fradale, P., & Yeigh, T. (2019). Influences on purposeful implementation of ICT into the classroom: An exploratory study of K-12 teachers. Education and Information Technologies, 24(1), 63-77.
