Community-School Access to Technology: Implications for Professional Development to Close the Divide in Education and Teacher Training

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Pittman, J., Perna, D. & Phye, G. (2003). Community-School Access to Technology: Implications for Professional Development to Close the Divide in Education and Teacher Training. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2100-2107). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18360.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Joyce Pittman, the University of Cincinnati, PT3, United States; Daniel Perna, The Shikellamy School District, United States; Gary Phye, Iowa State University, United States

Abstract

This paper is an analysis of a revolving five-year study about how to expand leadership in the minority educator community and schools. New leadership may help to bridge the widening gap between teachers from minority groups and White teachers in distressed schools who lack professional development in new technologies and telecommunications as educational tools. Findings from an Educational Testing Service Study, The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing revealed that minorities score disproportionately low to other groups (ETS (1999). Findings from a Digital Divide Study, Community Access to Technology in Cincinnati, Ohio's urban community and schools found that teachers in the city's urban public schools were not prepared to integrate new technologies and especially the Internet into instruction to achieve new standards.

Keywords

• Leadership
• Community
• Teachers
• Educational Technology
• Professional Development

Also Read

• Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
• What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
• Student-Teacher Interaction on Facebook: What Students Find Appropriate
• Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
• An Elaborated Model of the TPACK Framework
• Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)
• Mathematics Teacher TPACK Standards and Development Model
• Teachers’ assessment of TPACK: Where are we and what is needed?
• Web 2.0 learning environments in vocational education: a study on the use of collaborative online tools in the Statistics module
• Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge

Tags