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A Time of New Literacies: Who’s Educating the Teacher Educators?

by Erica C. Boling - February 14, 2005

The National Council for Accreditation for Teacher Education (NCATE) has developed technology standards which recognize that teachers must be prepared to provide technology-supported learning opportunities for their students. In an effort to support preservice and practicing teachers in meeting these initiatives, teacher educators are now faced with new challenges to “prepare graduates who are capable and committed to using technology as a learning tool” (Howland & Wedman, 2004, p.240). Research has revealed that teacher educators do not always have the knowledge, skills, or dispositions necessary for meaningfully integrating technology into their classes in innovative and transformative ways (Koehler et al., 2004). In addition, research on teacher preparation, especially the preparation of literacy teachers, and research on new literacies are relatively new (Hoffman & Pearson, 2000). As initiatives to infuse technology throughout teacher education programs are occurring, researchers and educators will need to better understand effective pedagogical approaches for integrating technology into university programs and courses. In addition, teacher education programs will need to provide support to faculty as they attempt to use technology in new and innovative ways.

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Cite This Article as: Teachers College Record, Date Published: February 14, 2005
https://www.tcrecord.org ID Number: 11742, Date Accessed: 3/7/2021 6:31:44 AM

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About the Author
  • Erica Boling
    Rutgers University
    E-mail Author
    ERICA C. BOLING is Assistant Professor in the Department of Learning and Teaching at Rutgers University's Graduate School of Education. Her research interests include teacher learning, the impact of technology on teaching and learning, and the preparation of literacy teachers.
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