F AC U LT Y DE V E LO P M E N T

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Gillan, B. & McFerrin, K. (2001). F AC U LT Y DE V E LO P M E N T. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 627-629). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17373.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
ISBN 1-880094-41-X
  Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Bob Gillan, Karen McFerrin, Northwestern State University of Louisiana, United States

Abstract

As new communications technologies impact higher education, American education must be transformed to meet the needs of an emerging information society. Attaining this goal will require teachers who meet professional standards. Today's society needs a workforce that can apply knowledge, reason analytically, and solve problems. The faculty must be trained to determine the most appropriate tools for design, support and delivery of courses. The challenge for continuing professional development and renewal to adapt to this changing environment has become critical. The adaptation of existing courses to implement new technologies requires faculty to use recently acquired knowledge and new skills. The standards for teachers supporting these new skills have been developed by the professional organizations governing accreditation in each academic field (NCATE, 2001).

Keywords

• Standards
• Teachers
• Educational Technology
• Professional Development
• Information Communication Technologies

Also Read

• A Learning Object Life Cycle
• Adaptive Website Chunking: What You See is What You Need
• The Design and Development of Second Generation Learning Objects
• E-learning and visualization – Bringing change to Adult Vocational Education?
• Teachiing with Technology: A constructivist/cognitivist model
• Theories for Instructional System Design: A Critical Review
• Applying Cognitive Learning Theory to Design a Hypermedia-enhanced Learning Environment
• Learning Objects in Context
• Combining Instructional Models and Enabling Technologies to Embed Best Practices in Course Instructional Design
• Learning Theory and Instruction Design Using Learning Objects

Tags