[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598666-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598666-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","developing-an-educational-technology-group-for-pre-service-teachers","Developing an Educational Technology Group for Pre-Service Teachers","","Developing an Educational Technology Group for Pre-Service Teachers outlines a pilot program supporting teacher candidates in integrating technology in K-12 classrooms. Organized under the University of Saskatchewan’s College of Education, it emphasizes timing and authenticity, beginning technology exposure during pre-service experiences and ensuring meaningful implementation with real students. The program also targets culturally responsive education, with attention to First Nations contexts and awareness of English as an Additional Language amid evolving student demographics. The paper reviews the first two pilot years and early lessons for enhancing teacher preparation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Technology Group pilot program?","Question",{"text":62,"@type":63},"The pilot program is designed to support teacher candidates in learning how to integrate technology through authentic teaching and learning environments in K-12 settings.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What theoretical ideas underpin the pilot program?",{"text":67,"@type":63},"The program is primarily grounded in the concepts of timing and authenticity: technology integration learning should begin during pre-service experiences and occur through meaningful real implementations with actual students.",{"name":69,"@type":60,"acceptedAnswer":70},"How did the pilot program operate in its first two years?",{"text":71,"@type":63},"In 2009 and 2010, volunteer education students were invited in the fall via email, formed into small pilot groups, completed a self-assessment survey, and worked with two partner schools hosting the 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College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other cultural backgrounds. This innovative program is based on the key goals of the College of Education and the Learning Charter of the University of Saskatchewan. This paper will share an overview of the first two years of the pilot and what has been learned about the application of technology to provide an enhanced learning experience for teacher candidates.  \nBackground  \nThe Education Technology Group (ETG) was  \nformed in 2009 to create opportunities for teacher candidates to learn about the use of technology in classrooms. Its main goal is to expose teacher candidates to technology in an authentic teaching and learning environment. The Group is sponsored by the College of Education at the University of Saskatchewan and supervised by a faculty member in the Department of Curriculum Studies. TheETG goes beyond a focus on the nuts and bolts of technology to include the opportunity to work in culturally unique educational settings. The College of Education is a leader in Aboriginal education in Canada. Therefore,  \nincreasing the theoretical and pedagogical awareness of First Nations culture and integrating it into the teacher education program is one of the other tasks of the ETG. This formal emphasis is especially important with the ongoing demand for teachers sensitive to the needs of First Nations students. With the influx of new ethnic groups to the province it is also key to raise student awareness of the area of English as an Additional Language.  \nThe ETG completed its second year as a pilot project. This paper will share an overview of these two years, and how what has been learned might assist in our understanding of the application of technology to provide an enhanced learning experience for teacher candidates.  \nTheoretical Foundation  \nThe theoretical foundation for the pilot was based primarily on the ideas of timing and authenticity – timing in that technology integration for teachers must begin in their pre-service experiences (Smarkola, 2007) and authenticity in that learning environments must include the actual implementation of technology in meaningful ways (Wenger, 1998; Wilson & Schwier, 2009) . According to Milman and Molebash, (2008) and echoed by others (Franklin, 2007; Sang, Valcke, van Braak, & Tondeur, 2010), the best time for learning about teaching with technology is during pre-service in-school experiences. It is in the early stage of the beginning teacher’s career that they have the time and the support to investigate possibilities and truly experiment. Another key component supporting the ETG plan is the need to situate learning in authentic situations (Herrington and Herrington, 2008) . Stein, Issacs, and Andrews (2004) say that post-secondary classroom learning is often not authentic. Working in the classroom with actual students creates ‘wicked problems’ (Rittel & Webber, 1973) that do not exist in artificial teaching situations. The feedback that teacher candidates receive from the K-12 students is honest and often more helpful than what they would receive in a university-based environment. In addition, thereis tremendous pressure for pre-service teachers to increase their use of technology (Albion, 2008; Bitter & Legacy, 2008) . Learning to deal with the pressure is much more manageable for someone ina supportive environment such as a group or cohort (Ward & Overall, 2009) .  \nAlong with the limited understanding of applying technology in the classroom is a lack of exposure to English as an Additional Language training (EAL), an underd","cbCaidDfpEsit2nV","https://ap.wps.com/l/cbCaidDfpEsit2nV","pdf",747432,"English","# Background\n## Theoretical Foundation\n## The Program","[{\"question\":\"What is the main purpose of the Education Technology Group pilot program?\",\"answer\":\"The pilot program is designed to support teacher candidates in learning how to integrate technology through authentic teaching and learning environments in K-12 settings.\"},{\"question\":\"What theoretical ideas underpin the pilot program?\",\"answer\":\"The program is primarily grounded in the concepts of timing and authenticity: technology integration learning should begin during pre-service experiences and occur through meaningful real implementations with actual students.\"},{\"question\":\"How did the pilot program operate in its first two years?\",\"answer\":\"In 2009 and 2010, volunteer education students were invited in the fall via email, formed into small pilot groups, completed a self-assessment survey, and worked with two partner schools hosting the group.\"}]","Developing an Educational Technology Group for Pre-Service Teachers | PDF",13]