Scientifically Based Research

TLDR

A U.S. Department of Education summit highlighted the need for scientifically based evidence on technology use in teaching and learning, underscoring the importance of studying the generalizable effects of technology in teacher preparation programs to determine effective practices in the Information Society. The study aims to identify best practices for integrating information technology into teacher education through large‑scale, well‑designed research programs that require substantial state and federal resources. The authors convened 100 PT3 leaders in Fall 2003 and propose using both quantitative and qualitative measures—including preservice teacher portfolios, classroom observations, and student achievement—to evaluate technology practices in teacher education.

Abstract

AbstractThe U.S. Department of Education sponsored a summit that addressed the need for scientifically-based evidence on the use of technology in teaching and learning. One hundred leaders from the Preparing Tomorrow’s Teachers to Use Technology (PT3) federal initiative were invited to participate in the meeting, held in Fall 2003. The recommendations from that meeting offer a framework for future discussion of this topic. These educational leaders agreed on the need for identification through research of the best practices in the use of technology in teacher education. Studies to determine the generalizable effects of technology in teacher preparation programs are essential because of the key role of the teacher in education and because of the existing evidence on the need for in-depth preparation of teachers to use technology effectively.The full range of research approaches and methodologies are essential to find out what works in the Information Society, where rapidly increasing adoption of technology is having complex system-wide effects. Both quantitative and qualitative measures will be essential in this research. The evidence used to identify effective practice should include a variety of outcome measures that encompass preservice teacher and faculty portfolios, classroom observations of teacher candidates during their preparation program and into their induction years, and the achievement of their K–12 students over the years.Teacher education must be a strong force to promote appropriate uses of technology to support educational renewal and to prepare a skilled work force for our Information Society. Identification of the best practices in information technology in teacher education through large-scale, well-designed research programs is essential and will require substantial state and federal resources.