With the emerging new information and communication technologies (ICTs), the teaching profession is evolving from an emphasis on teacher-centred, lecture-based instruction, to student-centred, interactive learning environments. Designing and implementing successful ICT-enabled teacher education programmes is the key to fundamental, wide-ranging reforms.
Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new technologies that will enable them to educate digital natives for a 21st century knowledge society. However, in spite of some progress, the global landscape is very diverse and unequal and shows that most of the developing and less developed countries still have limited access to such technologies and are therefore unable to reap their full potential to prepare their teachers and learners for a digital age.
We have an unprecedented opportunity to prepare our youth for 21st century college, work, and civic engagement by mobilizing an army of learning teams composed of accomplished teachers, teaching apprentices, afterschool program leaders, encore retirees, tech-savvy youth, and adjunct experts from industry and government. These cross-generational teams will work in learning studios located in school and afterschool programs as well as in museums, libraries, theaters, and community centers.
This presentation will discuss how Digital age learners in the 21st Century differ according to exposure to technology during their educational years. Classified at Millennials-Genearation I, Millennials-Generation 2, and Pre-Millennials, digital age learners are now becoming classroom teachers. How will their experience with technology affect the classrooms of the 21st Century?
The innovation of online learning is creating new delivery models to solve the bigger challenges of K-12 education reform: offering more rigorous courses and internationally-benchmarked curriculum to ensure all students are prepared for college and 21st century careers, providing highly qualified teachers through virtual learning, creating new professional opportunities for teachers with part-time, adjunct and telecommuting jobs, generating new engagement models to expand the use of informal and formal learning time, and enabling new capabilities for student learning through personalized, differentiated and individualized instructional models in data-rich blended and online courses for students.
NCATE’s 2009 Redesign of accreditation is intended to drive systemic change of educator preparation programs by creating cultures of innovation. Institutions can engage in cutting-edge Transformation Initiatives around major issues affecting P-12 students; one of these is the use of technology to help improve student learning. Through research and development initiatives, educator preparation institutions can help codify best practices in online learning and other uses of technology in educator preparation and development and P-12 student learning.
Chair: Ms. Karen Bruett, Senior Director of Marketing and Strategic Alliances, Council of Chief State School Officers (CCSSO)
The panel will discuss the recommendations for action and policy and the strategies for enacting them.
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