Share Paper: Overcoming Low Digital Literacy among Teacher Education Faculty Using the Virtual Collaborative Model (VCM)

  1. Rebecca Blankenship, Florida A & M (FAMU), United States
Wednesday, March 4 11:30 AM-12:30 PM Amazon B-F Rounds

Abstract: Much of what is known about how teachers receive and integrate knowledge comes from the literature on face-to-face in-service training. The bulk of research dealing with professional development has primarily focused on (and accepted) the teacher as passive recipient of training that is typically contextualized according to school district objectives and state certification requirements. Teacher candidates view traditional training venues as something done to them rather than done with them; the teacher candidate, then, becomes noticeably absent from university training and is then seen as professionally “tamed” through this directed process (Lingard, 2003). As more digital natives are entering teacher ...