1. Preparing Our Future Teachers for Learning and Teaching with Technology Patricia Boechler, U of A Sharon Friesen, U of C Marlo Steed, U of L Karen Andrews, Alberta Education

2. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Policy Direction 3: Professional Learning Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and teaching. Page 30 Policy Directions

3. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes Dr. Patricia Boechler, Associate Dean (Research), Faculty of Education, University of Alberta

4. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes Undergraduate programming EDU 210 – Introduction to Educational Technology (core course) This course examines frameworks, trends, issues and futuristic scenarios on the role of technology in education. Students will gain hands-on experience of using technology, with a special emphasis on strategies for integrating technology into the school curriculum. Through interactive lectures and flexible labs, this course allows students to experience and evaluate a variety of technologies for learning environments. As part of the course, students develop a professional learning network, create and populate an ePortfolio, and work towards establishing how technology fits within their developing teaching philosophy.

5. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes https://vimeo.com/user17018223/review/112511547/94411a517c

6. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes Technology Integration into Courses Integrating technology into subject area courses - Faculty level - Technology Knowledge Skills and Attributes (TKSA’s) Integrating content into technology courses - Content area assignments within Senior level tech courses

7. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Dr. Sharon Friesen, Vice Dean, Werklund School of Education, University of Calgary Changing Landscapes

8. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Undergraduate Technology-rich assignment in each course, (robotics, video, webpages, blogs, etc.) Support for instructors and students. Graduate Learning with technology certificates, masters, & doctoral. Leadership pgms all have leading with tech courses. Courses offered online at undergrad & grad levels Changing Landscapes

9. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes Dr. Marlo Steed, Associate Professor, Faculty of Education, University of Lethbridge

10. Tech Integration as Tool

11. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes Senior Undergraduate Programming Increasing 400 level technology courses and certificates: Robotics Video Game Creation Virtual and On-line Teaching Special Topics (emerging technologies) Issues and Trends ( Technology related issues in Education)

12. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Changing Landscapes Enriched Graduate programming Educational Technology MEd and PhD Educational Technology research internships

13. Tech Integration as Problem Solving

14. Attributes of the ToolDimensions of Problem/Outcome

15. Attributes of the ToolDimensions of Problem/Outcome  portray review ideas in a motivating way  easily create this where the group is  share ideas

16. Attributes of the Mobile Video Dimensions of Problem/Outcome  capture action, movement, voice, sounds, looks, emotion, etc. (Video capture capability)  portray review ideas in a motivating way  mobile device (iPad with video camera and video editing software)  easily create this where the group is  post on Internet video service (e.g. Youtube or Vimeo)  share ideas

17. Attributes of the Mobile Video Dimensions of Problem/Outcome  capture action, movement, voice, sounds, looks, emotion, etc. (Video capture capability)  portray review ideas in a motivating way  mobile device (iPad with video camera and video editing software)  easily create this where the group is  post on Internet video service (e.g. Youtube or Vimeo)  share ideas

18. Effective Integration

19. Digital Native Issues Wang, S-K. et al. (2014). An Investigation of Middle School Science Teachers’ and Students’ Use of Technology Inside and Outside of Classrooms: Considering whether digital natives are more technology savvy than their teachers, Educational Technology Research & Development. DOI 10.1007/s11423-014- 9355-4

20. Wisdom

21. Modeling

22. Creating a Culture of Innovation PD workshops for Faculty Soupers Twitter Initiatives Tech Integration Position Public Ed Videos Showcase Monitors

23. Current Status

24. Liberal Education Major/ 2500 PS I & 5 courses (Major) PS II & 5 courses (Major) Year 1 Year 2 Year 3 Year 4 PS III & 3 electives 1 foundation M. Ed. Grad Year 5 ? ? ?/e-portfolio Integration & CT Module Integration Integration & tech courses Integration Twitter - Pilot E-Portfolio IT Leadership

25. Ed 3508 C. T. in EducationEducation 21 st Century Learning, Framework, Publishing Tech Integration & Presentations Interactive Learning Scholarly Inquiry, Management/Sharing Concept Mapping Digital Citizenship, Web Quests & Online ePortfolio - Weebly Presentation - Brainshark Lessons- Smartboard Search Engines Cloud Services Concept Mapping tools Web Aware Concept Map New Media & Web Conf Mobile Learning – Flipped Classroom VC Session – Tyrrell Review – iPad video

26. Ed 4769 Issues: VR in Education Ed 4766 Web-based Learning Ed 4762 Problem Solving with C. T. Ed 4760 C. T. in the Classroom Ed 4767 Internet and Education Ed 4391 Philosophy of Technology in Ed Ed 4767 Web-based Teaching Ed 4765 New Media and Learning Related Non-education Courses Electives Specialization in Ed Tech Specialization in Ed Tech

27. Outcome preparing students who are competent, confident and discriminating in the use of communications technology in teaching and learning life long learners

28. LEARNING AND TECHNOLOGY POLICY FRAMEWORK Group Discussion: Ensuring that teachers have the attitudes, skills and knowledge for effective use of technology in a student-centred environment requires articulation, collaboration and coherence between the K-12 education system and faculties of education 1.What technology-related skills do we expect a newly graduated teacher to have? 2.How can we support new teachers to use/sustain and continue to develop skills? What works? 3.What can we do to build coherence between K-12 and faculties? Thank you!