Teacher ed in rapidly changing environment


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  • Petabyrw =1,0000 terabytes
  • GPS, word processor, hi res still camera, video camera, graphing calculator, spreadsheet, webbrower
  • India $35 tabletSchools acquiring for 1-1
  • Developing countries doing more creative and advanced uses of mobile phones for learning
  • Google appsMany schools using UT Google mail for students and alumni College of Education piloting Google apps Accessibility issues
  • Almost every state has virtual high schoolOver 5,000 online degree programs
  • UNESCO Open Ed ResourcesEducational Content is OpenQuestion of why teach it if they can Google IT
  • Massisve data setsHard to see patterns, trends and relationshipsField of Learning Analytics Dashboards
  • Much of my work is with UNESCO and this problem is not unique to the U.S. Worldwide there is also the lack of a shared vision of how schools and teacher education should change
  • Currently: islands of innovation and excellence Also fragmented efforts at change
  • Discuss Texas example; Difficult for a college to transform itself even if it desired to do so. Multiple stakeholder groups influence teachers education. State legislatures, SBEC, TEA, NCATE NCAA, Ed Prof assocs, Example of Texas: State legislature 18 of professional development mandated by legislature; SBEC program changes. Unless all of these groups are able to develop a shared vision and work collectively to achieve it nothing will change
  • Note: First characteristic is focused on studentsbecoming creative thinkers (Mitch Resnick- Sowing seeds for more creative society. Interesting that teachers have a role to support students in both formal and informal learning experiences. Learning in multiple modalities – In an open learning ecology, teachers must embrace a greater diversity of spaces, times, resources, media, and methods for learning. Twenty-first century learning environments are synchronous and asynchronous, face-to-face and virtual, local and global. Teachers will be part of learning teams with a wide range of knowledge and skills, whose expertise is orchestrated to improve learning. Teachers will draw on digital technology to personalize learning activities for individual student needs. They will contribute to the continued evolution of these tools and continuously develop their knowledge of how to use them to improve learning.
  • Model strategies such as universal design for learning, new generation of data systems and learning analytics will allow better understanding of where children are. New systems such as Barkeley’s to customize learning; Ongoing relationship with teachers—they never leave; Exploit new simulation technologies such as used in military and medical training.
  • The learning and neurosciences have compiled an extensive body of knowledge about how people learn.18 Teacher education must integrate and model research-based pedagogical practices and learning environments throughout the preservice teacher’s academic instruction and field experiences. Twenty-first century pedagogies and technologies—such as collaborative, cross-disciplinary, and inquiry-based learning projects—must extend beyond the professional education courses to include all content and general education courses. Teacher candidates must experience a wide variety of learning environments, both formal and informal, with children of varying social, ethnic, and cultural backgrounds. Prospective teachers need experience working with and observing children learning in non-school environments. Virtual schools, online courses, and blended learning environments (face-to-face and online) have grown exponentially across the country in recent years and this trend will continue well into the future.21 Few, however, are learning to teach online classes.22 Twenty-first century educators must get training and experience in online and blended learning environments. Educator development programs must model technology-supported learning communities of peers, faculty, and mentor teachers throughout preservice teachers’ academic and clinical experiences. Future teachers need sustained clinical experience24 working in learning teams as they progress through their internship and residency experiences
  • Teacher ed in rapidly changing environment

    1. 1. CSOTTE 2011 1Teacher Education in a Rapidly Changing Global Society
    2. 2. Knowledge is changingTechnology is changingThe learners are changingBut is teacher education changing?
    3. 3. Exponential Growth of Knowledge• Knowledge, both basic and applied, is growing exponentially•World knowledge base doubles every 2 years
    4. 4. CSOTTE 2011 4Growth of the Digital UniverseThe amount of digital information created and replicated in theworld in 2009 = 800,000 petabytes
    5. 5. CONVERGENCE Convergence of tools into a single device that enables you to learn anytime and anywhere
    6. 6. Wide array of tools and 1000s ofapplications (500,000 iPhone apps) Electronic book readers, annotation tools, applications for creation, social networking tools, GPS, accelerometers and motion sensors, high resolution still and video cameras, etc.
    7. 7. CSOTTE 2011 7 TabletComputers
    8. 8. CSOTTE 2011 8Global Growth of Mobile Phones
    9. 9. CSOTTE 2011 9Going to the Cloud
    10. 10. CSOTTE 2011Online Degree Programs 10 and Virtual Schools O
    11. 11. CSOTTE 2011 11Open Educational Resources UNESCO Open Educational Resources Initiative
    12. 12. CSOTTE 2011 12Learning Analytics and Visualization of Massive Educational Data Sets
    13. 13. The Learners are Changing: The Media Generation Immersed in media The “Connected” generation Digital Natives Understand information to be readily available and free No difference between virtual and physical world
    14. 14. CSOTTE 2011 14
    15. 15. CSOTTE 2011 15Increasing demand forteacher education to changeto meet the needs of 21stCentury learners.
    16. 16. CSOTTE 2011 16Challenges to change:Multiple constituencies influence teacher educationLack of a shared vision of change
    17. 17. CSOTTE 2011 17www.redefineteachered.org
    18. 18. CSOTTE 2011Participants: 18100 leaders from stakeholder groups:  State and federal legislatures  State educational agencies and certification boards  National and regional accreditation associations  Educational professional associations  Teacher unions  Teacher education institutions and alternative certification programs  Universities  Schools  Federal government  Technology industry
    19. 19. CSOTTE 2011 19Goals of Summit Identify characteristics of a 21st century educator Define the critical elements of an educator preparation program that produces such an educator Identify the institutional, state, and national policy structures that support the creation of these programs Build a national coalition to reinvent teacher education for digital-age learners
    20. 20. CSOTTE 2011 20 21st CenturyTeacher Characteristics
    21. 21. CSOTTE 2011 21Facilitate and inspire student learning and creativity so that all students achieve in the global society
    22. 22. CSOTTE 2011 22Be global educators
    23. 23. CSOTTE 2011 23Work with their students to create new learning opportunities
    24. 24. CSOTTE 2011 24 Enable students to maximize thepotential of their formal and informal learning experiences
    25. 25. CSOTTE 2011Use the full range of digital-age learning 25 tools to improve student engagement and achievement
    26. 26. CSOTTE 2011 26Use student data to support studentlearning and program improvement
    27. 27. CSOTTE 2011 27Be life-long learners
    28. 28. CSOTTE 2011 28Redefining the TeacherEducation Framework
    29. 29. CSOTTE 2011 29 Redefining the Teacher Education FrameworkTeacher education must be responsive to changes in the global society
    30. 30. CSOTTE 2011 30Model 21st century skills, teachingpractices and technologies in teacherpreparation curriculum and instruction
    31. 31. CSOTTE 2011 31Prepare teachers to work as effective members of learning teams
    32. 32. CSOTTE 2011 Prepare teachers to teach in blended 32 and online learning environments Use data to customize learningGrowth of virtual highSchools and cybercharter schoolsData-driven decision-making
    33. 33. CSOTTE 2011 33Extend curriculumand teacher role toinclude both formaland informallearning
    34. 34. CSOTTE 2011 34Be a university-wide endeavor The UTeach Program
    35. 35. CSOTTE 2011 35Use simulations to prepare teachers to dealwith difficult situations
    36. 36. CSOTTE 2011 36The transformation of teachereducation will require changes inpolicy structures at the institutional,state and national Level
    37. 37. CSOTTE 2011 37 Institutional Policies toTransform Teacher EducationFaculty DevelopmentFaculty Engagement in Clinical PracticeCompetency-Based Teacher Education ProgramsFunding for technology resources
    38. 38. CSOTTE 2011 38 State Level PoliciesDevelop state shared visionState educator certification policies must support: new roles for educators new ways of staffing schools teacher technology competencies
    39. 39. CSOTTE 2011 39 National Level PoliciesCreate a national coalition to reinvent teacher educationBuild a National Educator Competency Development Hub Allocate funding for technology in teacher education
    40. 40. CSOTTE 2011 40 Impact of SummitState initiatives: New Hampshire, Wisconsin and CaliforniaCongressional BriefingNational Council for Accreditation of Teacher Education/TEACAustralia Summit on Educator Development
    41. 41. CSOTTE 2011 41 Contact Paul Resta, Ruth Kinght Millikan Professor of Learning Technologies; Director, Learning Technology Center, The University of Texas at Austin resta@austin.utexas.eduTo download copy of Redefining Teacher Education for Digital Age Learners – A Call to Action, go to: www.redefineteachered.org