HARNESSING TECHNOLOGY TO PREPARE SPECIAL EDUCATION TEACHERS

Michael J. Kennedy; Rachel L. Kunemund; Olivia F. Coleman; Lindsay M. Griendling; Katherine Peeples; Jamie Day; Danielle Waterfield; Suzanne McClain

doi:10.4324/9781003297093-9

HARNESSING TECHNOLOGY TO PREPARE SPECIAL EDUCATION TEACHERS

Michael J. Kennedy
, Rachel L. Kunemund
, Olivia F. Coleman
, Lindsay M. Griendling
, Katherine Peeples
, Jamie Day
, Danielle Waterfield
, Suzanne McClain

Educational & Counseling Psychology

University at Albany

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

In this chapter, the authors discuss a conceptual framework using the theory of cognitive apprenticeship to discuss how teacher preparation programs can use educational technology to build teacher-candidate knowledge. Specifically, the chapter describes how technology can be used to support candidate declarative, procedural, and conditional knowledge of evidence-based practices. Throughout this chapter, the authors describe various education technologies (e.g., simulations, virtual coaching, online modules), the supporting research, and how they can be used to build candidate declarative, procedural, and conditional knowledge. Implications for practice and future research on education technology in teacher preparation are discussed.

Original language	English
Title of host publication	Handbook of Research on Special Education Teacher Preparation, Second Edition
Publisher	Taylor and Francis
Pages	126-144
Number of pages	19
ISBN (Electronic)	9781003800071
ISBN (Print)	9781032285023
DOIs	https://doi.org/10.4324/9781003297093-9
State	Published - Jan 1 2023

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10.4324/9781003297093-9

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abstract = "In this chapter, the authors discuss a conceptual framework using the theory of cognitive apprenticeship to discuss how teacher preparation programs can use educational technology to build teacher-candidate knowledge. Specifically, the chapter describes how technology can be used to support candidate declarative, procedural, and conditional knowledge of evidence-based practices. Throughout this chapter, the authors describe various education technologies (e.g., simulations, virtual coaching, online modules), the supporting research, and how they can be used to build candidate declarative, procedural, and conditional knowledge. Implications for practice and future research on education technology in teacher preparation are discussed.",

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AU - Kennedy, Michael J.

AU - Kunemund, Rachel L.

AU - Coleman, Olivia F.

AU - Griendling, Lindsay M.

AU - Peeples, Katherine

AU - Day, Jamie

AU - Waterfield, Danielle

AU - McClain, Suzanne

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AB - In this chapter, the authors discuss a conceptual framework using the theory of cognitive apprenticeship to discuss how teacher preparation programs can use educational technology to build teacher-candidate knowledge. Specifically, the chapter describes how technology can be used to support candidate declarative, procedural, and conditional knowledge of evidence-based practices. Throughout this chapter, the authors describe various education technologies (e.g., simulations, virtual coaching, online modules), the supporting research, and how they can be used to build candidate declarative, procedural, and conditional knowledge. Implications for practice and future research on education technology in teacher preparation are discussed.

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BT - Handbook of Research on Special Education Teacher Preparation, Second Edition

PB - Taylor and Francis

ER -

HARNESSING TECHNOLOGY TO PREPARE SPECIAL EDUCATION TEACHERS

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