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Special Editorial
Preparing Teachers for Tomorrows Technologies
By Paulette Dilworth, Ana Donaldson, Marshall George, Don Knezek, Mike Searson, Kendall Starkweather, Marilyn Strutchens, John Tillotson, and Sharon Robinson
[This editorial also appears in, Contemporary Issues in Technology & Teacher Education, 12(1). 1-5.]
T echnology is rapidly changing how we teach and how we learn. Emergent technologies oer opportunities to understand concepts in deeper, oen dierent, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in eective ways. The federal initiative, Preparing Tomorrows Teachers to Use Technology (PT3), was launched in 1999 to address this challenge. Startup funding to establish the National Technology Leadership Coalition (NTLC) was included among the 400 grants awarded through this eort.
The NTLC includes representation by the teacher educator associations for the core content areas and corresponding educational technology associations. The teacher educator content associations currently include mathematics education (AMTE), science education (ASTE), social studies (NCSS/CUFA), and English language arts (NCTE/CEE). In addition, the International Technology and Engineering Association (ITEEA) contributes expertise in that area.
Establishment of Contemporary Issues in Technology and Teacher Education (the CITE Journal) was one of the rst actions undertaken by the NTLC associations. An article by the director of the PT3 program, Tom Carroll, published in the rst issue of the CITE Journal, outlined the goals of the program (Carroll, 2000). Reviewers selected by the aforementioned associations edit their corresponding sections in the
CITE Journal. Two sections of the CITE Journal (the General and Current Practice sections) are sponsored by the Society for Information Technology and Teacher Education (SITE), also a member of the NTLC.
Additional educational technology associations participating in the NTLC include the Association for Educational Communications and Technology (AECT) and the International Society for Technology in Education (ISTE). The American Association of Colleges for Teacher Education (AACTE) serves as host for an annual National Technology Leadership Summit (NTLS) in which member associations participate. Its Innovation and Technology Committee members connect the work of NTLC and AACTE.
The Emergence of a Framework: TPACK
Three essential types of knowledgetechnological knowledge, pedagogical knowledge, and content knowledgeemerged as a framework for collaborative work across associations. The framework of technology, pedagogy, and content knowledge (TPACK) builds upon Shulmans (1986)...