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Teacher Education in a Rapidly Changing Global Society
CSOTTE 2011
Knowledge is changing
Technology is changing
The learners are changing
But is teacher education changing?
Exponential Growth of Knowledge
• Knowledge, both basic and applied, is growing exponentially•World knowledge base doubles every 2 years
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4Growth of the Digital Universe
The amount of digital information created and replicated in the world in 2009 = 800,000 petabytes
CONVERGENCE
Convergence of tools into a single device that enables you to learn anytime and anywhere
Wide array of tools and 1000s of applications (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.
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Tablet Computers
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Global Growth of Mobile Phones
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Going to the Cloud
10Online Degree Programs and Virtual Schools
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Open Educational Resources
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UNESCO Open Educational Resources Initiative
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Learning Analytics and Visualization of Massive Educational Data Sets
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The Learners are Changing: The Media Generation
Immersed in mediaThe “Connected” generation
Digital NativesUnderstand information to be readily available and free
No difference between virtual and physical world
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Increasing demand for teacher education to change to meet the needs of 21st Century learners.
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Challenges to change:
Multiple constituencies influence teacher education
Lack of a shared vision of change
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CSOTTE 2011
www.redefineteachered.org
18Participants: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
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Goals 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
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21st CenturyTeacher Characteristics
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Facilitate and inspire student learning and creativity so that all students
achieve in the global society
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Be global educators
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Work with their students to create new learning opportunities
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Enable students to maximize the potential of their formal and informal
learning experiences
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25Use the full range of digital-age learning tools to improve student engagement
and achievement
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Use student data to support student learning and program improvement
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Be life-long learners
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Redefining the Teacher Education Framework
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Redefining the Teacher Education Framework
Teacher education must be responsive to changes in the global society
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Model 21st century skills, teaching practices and technologies in teacher preparation curriculum and instruction
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Prepare teachers to work as effective members of learning teams
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32Prepare teachers to teach in blended and online learning environments
Use data to customize learning
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Growth of virtual highSchools and cybercharter schools
Data-driven decision-making
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Extend curriculum and teacher role to include both formal and informal learning
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Be a university-wide endeavor
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The UTeach Program
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Use simulations to prepare teachers to deal with difficult situations
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The transformation of teacher education will require changes in policy structures at the institutional, state and national Level
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Institutional Policies to Transform Teacher Education
Faculty Development Faculty Engagement in Clinical Practice
Competency-Based Teacher Education Programs
Funding for technology resources
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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
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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
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Impact of Summit
State initiatives: New Hampshire, Wisconsin and California
Congressional BriefingNational Council for Accreditation of Teacher Education/TEAC
Australia Summit on Educator Development
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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
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