Special Issue Editorial: A 2025 Vision for Technology and Teacher Education
| Author(s) | Mouza, Chrystalla | |
| Author(s) | Hartshorne, Richard | |
| Author(s) | Baumgartner, Emily | |
| Author(s) | Kaplan-Rakowski, Regina | |
| Date Accessioned | 2022-08-31T15:13:03Z | |
| Date Available | 2022-08-31T15:13:03Z | |
| Publication Date | 2022-08-01 | |
| Description | © 2022 Society for Information Technology & Teacher Education. Copyright by AACE. Reprinted from the with permission of AACE (http://www.aace.org). This article was originally published in Journal of Technology and Teacher Education. The version of record is available at: https://www.learntechlib.org/primary/p/221464/ | en_US |
| Abstract | There is little question that the COVID-19 pandemic has had significant and multifaceted impacts on teacher education. More specifically, the pandemic highlighted the emergence of new contexts for teaching and teacher education and revealed a variety of concerns and gaps in teacher preparation. At the same time, it also showcased strengths in teacher educators’ pedagogical responses to a changing world, revealing impactful opportunities for the evolution of the field. Consequently, teaching, learning, and teacher education have undergone unparalleled changes, including the shift to emergency remote learning, the increased adoption and integration of both traditional and emerging educational technologies, and the preparation of teachers in using these technologies. As we transition away from the temporary teaching and learning environments that emerged during the COVID-19 pandemic, two key questions are important to consider: What lessons have we learned from these emerging changes in teacher preparation? How can we leverage emerging contexts, pedagogies, and technological tools to better support our learners, teachers, and other stakeholders? The goal of this special issue (SI) is to address these questions through a collection of peer-reviewed visionary thought pieces addressing the future of teacher education. In these works, authors highlight key goals for teacher education to achieve by 2025, factors that may enable or inhibit achievement of these goals, and the role of technology in supporting attainment of these goals. | en_US |
| Citation | Mouza, C., Hartshorne, R., Baumgartner, E. & Kaplan-Rakowski, R. (2022). Special Issue Editorial: A 2025 Vision for Technology and Teacher Education. Journal of Technology and Teacher Education, 30(2), 107-115. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 31, 2022 from https://www.learntechlib.org/primary/p/221464/ | en_US |
| ISSN | 1059-7069 | |
| URL | https://udspace.udel.edu/handle/19716/31278 | |
| Language | en_US | en_US |
| Publisher | Journal of Technology and Teacher Education | en_US |
| Title | Special Issue Editorial: A 2025 Vision for Technology and Teacher Education | en_US |
| Type | Article | en_US |
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