All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.
To meet this goal, we recommend the following action:
3.2 Recommendation: Provide pre-service and in-service educators with preparation and professional learning experiences powered by technology that close the gap between students’ and educators’ fluencies with technology and promote and enable technology use in ways that improve learning, assessment, and instructional practices.
All institutions involved in the preparation and ongoing learning of educators should combine advances in learning sciences and technology to change what and how they teach. To facilitate adoption of known best approaches across institutions, states, colleges of education, alternative educator and teacher programs, and international organizations should work together to synthesize core principles from best practices for the use of technology in preparing educators, including the rethinking of certification standards. States and national accrediting bodies should require educator preparation programs to leverage technology in preparing teachers, education leaders, and administrators, including incorporation of online courses and resources, embedded and technology-enabled assessments, and data analysis tools and visualizations supporting differentiated instruction. These experiences should be included in all teaching methods courses and field experiences rather than be treated as a discrete set of skills distinct from pedagogical application.
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