Scaffolding for Teacher Effectiveness Literature Review

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Teacher Preparation Programs Enabling Technology Literacy?

Enabling teachers to excel in technology-rich classroom environments needs to expand beyond training on specific systems, skills or technologies. There needs to be a strong focus on using technology to transform the learning experience so that key concepts and frameworks are learned while also providing students with the agility and flexibility the need to excel (Sheets, Crawford, 2012). Enabling teacher preparation programs is as much about understanding how students learn and integrating entirely new approaches to content and context delivery as it is about technology (Krueger, Kumar, 2004). In asking the question if teacher preparation programs are enabling future teachers to operate on technology-rich classroom environments the question also needs to be raised about how these technologies accentuate and strengthen core teaching strategies and learning initiatives. The trade-offs of technology to teaching skills et factors revolves around the ethicacy of technology training today and its obligation to enable educators to better serve and strengthen their students (Clark, 2012).

Deciding If Teacher Preparation Programs Enable Technology Literacy

The contextual intelligence necessary to make the most use of advanced technologies must first be present for the scalable aspects of new teaching platforms to matter.

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By contextual intelligence, it is the ability to train teachers to see how the optimal mix of technologies can be support and strengthen students to attain their learning objectives. The fundamental concepts of scaffolding apply to this aspect of teacher preparation as these techniques seek to provide teachers with insights into how best to apply individualized teaching and training strategies optimized for delivery with key technologies (Kavanaugh, Puckett, Tatar, 2013). Insights into this aspect of teacher training and participation have shown that advanced subjects including statistics, calculus and other highly quantified sciences are all made more effective through the use of hybrid technology platform approaches (Ball, Levy, 2008). Combining online self-paced tutorials with scaffolding techniques to continually provide guidance and feedback to students as they progress towards learning objectives leads to higher levels of overall academic performance (Najjar, 2008).

The components of a successful scaffolding program need to concentrate on how technologies can be orchestrated for students to attain their short- and long-term strategic objectives while optimizing the use of current and future learning platforms (Mills, 2011). Instructors need to be trained on how to scale their teaching strategies to flex and stay in step with.....

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"Scaffolding For Teacher Effectiveness" (2014, December 16) Retrieved May 19, 2024, from
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"Scaffolding For Teacher Effectiveness", 16 December 2014, Accessed.19 May. 2024,
https://www.aceyourpaper.com/essays/scaffolding-teacher-effectiveness-2154051
   

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