Pedagogue Blog

If you’re planning to enroll in a teacher education program, it’s absolutely necessary that you find an accredited one. Without accreditation, programs are unable to guarantee that graduates will meet the standards required for certification. But what exactly goes into a program’s accreditation? We’ve broken down the in’s and out’s of what “accreditation” really means and what you need to know about it.

How are teacher education programs accredited

Accreditation is the process of granting approval to an institution of learning by an official review board, on the meeting of specific requirements. Each state in America can designate an accreditation agency for approving its teacher preparation programs. The primary goal of the accreditation agency is to set standards for these programs and ensure that schools, colleges, and universities meet these minimum standards. The state can either adopt the standards of a specific agency or it can develop its own standards. Teacher education programs must meet these standards in order to be recognized as an “accredited program.” Most states certify only those individuals who graduate from such accredited programs.

Why is accreditation of teacher education programs necessary?

Accreditation provides credibility to the institution and its programs. Accreditation is a way to promote public confidence in graduate teachers and teacher educators and is considered a sign of the quality of education dispensed at these institutions of learning. Accreditation of teacher preparation programs ensures that prospective teachers are well equipped to meet the challenges of the teaching profession.

Teacher education accreditation is in a state of transition. The two major teacher education accreditation agencies, the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC), have decided to merge and create a new organization called the Council for the Accreditation of Education Preparation (CAEP). This is an ongoing process, and no date has yet been given for the completion of this merger. Before diving into the particulars of the new agency, it’s important to understand the history of NCATE and TEAC, because of their historical significance.

NCATE is a nonprofit, nongovernmental organization, consisting of over 30 member associations representing the education community. It was founded in 1954 by the American Association of Colleges for Teacher Education (AACTE), the National Association of State Directors of Teacher Education and Certification (NASDTEC), the NEA, the Council of Chief State School Officers (CCSSO), and the National School Boards Association (NSBA).

Why does NCATE accreditation matter to me?

The aim of the NCATE is to bring accountability to teacher preparation and to improve teacher preparation programs to ensure that graduates of these programs possess the necessary skills, knowledge, and temperament to enable students to learn. It also strives to ensure that schools, colleges, and universities are relevant and productive in today’s information age.

The NCATE accredits schools, colleges, and departments of education, as well as other institutions that prepare teachers. It’s important to train teachers for 21st-century classrooms, with their diverse mix of cultures, religions, and ethnic groups. To achieve this, the NCATE believes that every child should be taught by competent, qualified, and caring teachers.

What role toes TEAC play in program accreditation?

TEAC was founded in 1997 with the aim of improving teacher education programs across the nation. TEAC’s main focus is on accrediting undergraduate and graduate professional education programs to ensure that they are of the highest quality. The teacher education program receives the accreditation, not the college, school, or department.

To receive accreditation from TEAC, programs have to provide evidence that their program is of the highest quality. Schools that would like to apply for TEAC membership must first gain candidate membership, and then successfully matriculate through the accreditation process.

You want to be the best teacher you can be, which means receiving the best education and training possible. To find that, you’ll need to look for an accredited program. Understanding the in’s and out’s of accreditation will help you find the program most qualified to help you move forward with your career dreams.

Across the United States, teacher education programs do the hard work of training tomorrow’s educators for the classroom. But with only so many hours in the day, it’s hard for professors to cover all the intricacies of the teaching profession. This survival tip will cover the often overlooked but very important subject of teacher evaluations. For many new teachers, the fear of being evaluated is a clear and present danger; not because they lack confidence, but because of the fear of the unknown.

Each school system has a process for measuring and evaluating its teachers. In most districts, all teachers are evaluated by an administrator and are given feedback at least once annually. New teachers, however, typically undergo more than one evaluation. Below is an overview of what to expect before, during, and after an evaluation, as well as how to prepare for each.

Before an Evaluation

Before an evaluation, most administrators will schedule a time with you, and some will even let you choose the class that you know will be the most likely to shine the best light on your skills as a teacher. Here’s a quick checklist of ways to prepare for the evaluation.

• Ask for the rubric they will use. The rubric allows the administrator to score each teacher equally and accurately by looking for specific skills and dispositions during the lesson. Knowing what the administrator will be looking for will allow you to cover all the bases.

• Consider the audience before choosing a topic. Know the educational interests of the administrator. Was he or she a math teacher? A special needs teacher? Is he or she a proponent of technology? Think about what you know about the administrator personally and professionally, and consider his or her interests when selecting a subject, a topic, and a time of day.

• Choose an easy topic. You don’t want to choose a topic that you know is difficult for some students to grasp. For example, introduction to long division may not be the best topic, because you know that it is a multistep process that’s difficult for some students.

• Prepare a detailed lesson plan. The lesson plan for an evaluation is not your typical everyday lesson plan. It’s the extended version that includes details, commentary, and all of the bells and whistles that go along with it. Be sure to include the objectives, materials needed, an introduction, developmental activities, a closing, accommodations, an assessment, and so on.

• Prepare your class. Talk to your students about what to expect. Let them know who is coming, and explain why. Let them know that they’ll be rewarded for their good behavior. It might not be a bad idea to do a practice run and pretend that you’re being evaluated before the scheduled evaluation. This may all seem like window dressing, but it will help to put your mind at ease.

• Prepare your classroom. De-clutter, decorate, and clean everything. Be sure to have your desk cleared in case the administrator wants to sit there to evaluate.

• Be flexible. Administrators are always busy. They have unexpected meetings, misbehaving students who must be attended to at inopportune times, and limitless paperwork. If he or she must reschedule, just put aside your prepared lesson until another day.

During an Evaluation

If you are thoroughly prepared for your evaluation as described here, the evaluation itself should be a breeze.

• Remember that the administrator has probably already figured out that you are an effective teacher. The administrator wants you to do well and wants the students to do well. She or he is not out to get you or hurt your career.

• Relax! Again, the administrator is not looking for an excuse to fire you. Just relax, and do the best you can.

• Write your objectives on the board.

• Have fun! By having fun, you will engage the administrator and the students alike.

• Discipline as you always would. If a student misbehaves, be careful not to overreact. You won’t get a lower score because your students are children and occasionally misbehave.

After an Evaluation

Be prepared for feedback and constructive criticism. The administrator doesn’t intend to tear you down and is not out to get you.

• Thank the administrator for his or her feedback and honesty.

• Never argue! It will only lessen his or her opinion of you.

• Sincerely apply the suggestions to your teaching style.

Remember, evaluations are meant to gauge your teaching effectiveness. They’re not a pretense to get rid of you. Even if you score poorly during your first year, your administrator will use your evaluations to help you create an improvement plan.

Check out all our posts for First Year Teachers here. 

Success takes planning. As a teacher, you will need to constantly evaluate the performance of your students and of yourself. But how do you know what questions you need to ask in order to effectively analyze how everything is going? Below are some reflection questions broken down into sets for before teaching, during teaching, and after teaching.

Before Teaching

1. How do I engage and teach my students?
• What do I want my students to learn?
• What is the purpose of what I’m going to do?
• What are the student outcomes?
• How do I integrate content areas?
• How do I make the content multicultural, gender, and socioeconomically appropriate?
• What are the needs of my students?

2. How do I keep my students interested?
• What approach/model/style works best with my students (e.g., cooperative learning, Socratic seminar, lecture)?
• How will I group my students?

3. 
What resources will I need?
• How much time do I allocate?
• How much space will I need?
• What concrete materials will I need?

4. What background knowledge do my students have?
• What background knowledge do my students bring to the learning situation?

During Teaching

1. Have I used the students’ prior knowledge to gain their interest and give them a focus?

2. Am I presenting the lesson well?

3. Am I constantly evaluating my students?
• Am I providing feedback to my 
students?
• Am I asking my students open-ended and analytical questions?

4. Am I responding to the immediate needs of my students?
• Are my students actively engaged?

5. Am I introducing new concepts and information?
• Am I motivating and 
challenging my students?
• Am I providing my students 
with behaviors and skills to work on their own?

6. Am I reviewing and debriefing with my students?
• Am I summarizing information for my students?

After Teaching

1. Have I been self-reflective and thoughtful about my teaching?

2. Did I assess the success of my students?

3. How will I report students’ achievement to parents?

4. How will I provide feedback to my students?

5. What will I do differently the next time I teach a similar lesson?

Consider these questions your outline for success. Keep a list of each on hand to help guide you through the day – and beyond!

While on the pathway to becoming a teacher, “Praxis” is a word you’ll hear a lot. But what is it? Is it a certification? A methodology? An evaluation? What is this thing that seems to bear so much weight on your future as a teacher?

“Praxis” is the shorthand for the “Professional Assessments for Beginning Teachers.” These assessments come in the form of a series of tests – an unsurprising thing to find in the field of education. Whether you are considering a traditional teacher education program or an alternate-route program, it’s important to understand the Praxis series of tests. Praxis was developed by the Educational Testing Service (ETS) as a means of putting theory into practice. These tests are taken at different points in the certification process. Most states require a prospective teacher to take some form of standardized test in order to obtain a certification. The Praxis series of tests is the most commonly administered test. Forty-three states require the completion of an assessment in the teacher certification process, and 35 of the 43 use the Praxis series. The Praxis tests include the following:

Praxis I measures basic skills like writing, reading, and mathematics.

Praxis II measures subject-specific knowledge and skills that are required for teaching. It also includes the Principles of Learning and Teaching (PLT) test, which is a performance- based test completed during or after student teaching.

Praxis III measures classroom performance during the first year of teaching. The candidate is directly observed and participates in structured interviews.

Each state has its own testing requirements and specifies which test or combination of tests should be taken for licensure and certification purposes. However, the most common combination is passage of the Praxis I and II, which can be taken on paper or on the computer.

Most teacher education programs provide test prep materials for the Praxis exams. Some may even provide prep classes or other forms of support. Check with your classmates to see if anyone’s created a Praxis study group, and check online for any resources available to you locally or on the Internet. There are very few “make or break” tests in life, but the Praxis series is one of them. You want to make sure that you understand what each will test and that you are as prepared as possible for the evaluation!

Check out all our posts for First Year Teachers here. 

Not everyone follows the most straightforward path to becoming a teacher. Diverse students need diverse teachers. Maybe you figured out halfway through undergraduate – or several years afterwards – that you want to be a teacher, and there is no formal training program available to you now. You know you want to be a teacher; you just don’t have the resources. What do you do now?

An alternate-route program provides the opportunity for individuals to become teachers without a formal background in education. These routes may be of value to individuals who have not completed a formal teacher-training program at an accredited university or college but would like to be trained as a teacher. They are particularly well suited for those who have already received other qualifications.

Forty-eight states and the District of Columbia offer an alternate route to teacher certification. Nearly 600 alternate-route programs are in place across the country. An estimated 59,000 teachers were issued certificates to teach. Up to a third of all teachers acquire certification through alternate routes in the United States. The necessary steps to the alternate route to teacher certification vary significantly from state to state. They may include the following: A B-grade college average, passing a basic skills test, passing a test in an area of specialization, and a period of mentoring or internship.

Teach for America

One of the most popular alternate-route programs is Teach for America (TFA). Conceived by Princeton senior Wendy Kopp, TFA was created to place elite college students as a “teacher corps” in teaching positions in rural and urban districts across the United States. These positions were located in some of the neediest neighborhoods in these districts. The idea was to attract undergraduate students from selected colleges and universities to teach in rural or urban areas facing a teacher shortage problem, for a period of 2 years. The TFA program has been phenomenally successful. Consider these figures: TFA was raising over $100 million annually by 2008, and had over 6,000 corps members teaching over 400,000 students across America. In 2009, TFA received 35,000 applications for just 4,000 positions.

TFA has received its share of brickbats as well as bouquets. While some policy makers and educators laud TFA’s efforts addressing the crisis of teacher shortage, some critics argue that it produces substandard teachers who bring down the quality of education in America.

One of the major attractions of the TFA program is that it has an
aura of exclusivity, as not everyone can easily gain admission into this
program. About 10% of its applications are from Ivy League seniors,
and only one out of five gains acceptance. The
 TFA program is only for a period of 2 years, after which the candidates can return to their regular field of work, often receiving higher
pay and greater prestige. Members who complete their 2-year stint
show their TFA experience in their résumés as a display of their willingness to serve society, helping them obtain better jobs and a higher status. When compared with traditional teacher education programs, TFA members do not have to invest substantial amounts of time and money to become certified.

Are undergraduate students serving in TFA effective as teachers? There is a strong correlation between teacher preparation and teaching effectiveness. Overall, uncertified TFA recruits perform less effectively than matched certified teachers. TFA recruits who become certified after 2 or 3 years (through alternative certification routes) have higher levels of effectiveness.

Don’t let the word “alternative” deter you from pursuing a pathway like TFA. Alternative routes are full of people who have decided not to let untraditional circumstances deter them from their dream. They are creative thinkers and hard workers. They are people who, like all teachers, are willing to do what it takes to bring their knowledge and skills into service in a classroom. Do you want to join them?

If your answer is a resounding yes, check into what opportunities are available with TFA or similar organizations in your area!

During your field experience, it will be important to take mental notes of what’s going on in the classroom, whether it’s an obvious event or a subtle occurrence. If you haven’t already been logging a mental evaluation of your classroom, to get yourself into the necessary mindset, take one day on-site to practice. If you’ve not yet started your field experience, use a class on campus to do this activity. Choose one that’s not a class you regularly take, so that you can pay attention to the style of teaching rather than what’s being taught.

Be polite! Sometimes teachers become a little anxious when someone who is not their student sits in their class and takes a lot of notes. So, explain to the teacher what you’ll be doing before the class begins. In this activity, the objective is to observe things that are happening in the classroom and to watch while the teacher adjusts to different circumstances. Even though it may seem that “nothing happened” this particular day, teachers continuously monitor and adjust to their students.

While observing the professor or teacher, arrange a time to discuss your notes with him or her. What are some of the examples of adjusting that you saw? How large an issue did it appear? Did the teacher consider these adjustments out of the ordinary or simply a part of teaching?

Ask the teacher where he or she learned to monitor and then adjust to students and the events of the school. Also, ask how important flexibility was during the course of a school day and where they learned it.

How could you practice these skills during your teacher education program? Don’t be afraid to think outside the program; many aspects of your life involve flexibility and monitoring.

Your field experience will be all about “learning by doing.” Lectures, on the other hand, are about “learning by listening.” This activity is a chance to take a moment from both of those methods to focus on “learning by observing.” Knowing how to observe and analyze in the moment will be important skills to bring to your field experience, too. If you’re finding it hard to keep up with your mental notes, don’t despair! Sit in on some more classes and do the exercise a few more times. Practice will get your mind going, and soon you’ll find yourself analyzing and adjusting your efforts as naturally as what you’ve watched!

Finally stepping into a classroom is one of the most exciting parts of teacher educator programs. This is the moment you’ve been waiting for! You are there, among students, watching lessons and tests and presentations unfold before you.

However, field experiences are not just about actions and answers. They’re about questions and introspection, too. Field experiences are an integral part of teacher education programs because these experiences prepare prospective teachers for the real world of teaching and help them ascertain whether they are truly called to the profession. Field experiences enable student teachers to identify which subject they enjoy teaching and the age group of students they’re comfortable teaching.

Field experiences, like all of your teacher education program, are about learning – the students’ learning, yes, but your learning, too. Read on to find out what your eight goals for field experiences should be, and what kinds of questions you need to ask to help you achieve those goals.

Goal 1: Assists potential teachers in determining the ages/ grades that they would like to work with.

Quite simply – where do you feel most comfortable? Where do you feel like you’re best applying your skills? Where do you find it most exciting and satisfying to work?

Goal 2: Helps potential teachers decide if they have been “called to teach.”

It’s normal for prospective teachers to feel a little nervous and stressed during their field experiences – but is that all you feel? Are you getting any enjoyment or satisfaction out of your fieldwork? Is teaching really what you thought it would be for you? Do you want to continue?

Goal 3: Allows potential teachers to apply what they learned in the classroom to the real world of teaching.

What of your education can you move from page to practical? What methods can you now put into practice? What have you learned that you can apply now?

Goal 4: Assists potential teachers in gaining valuable practical knowledge and other critical skills.

What new skills can you learn? What areas of growth are you noticing for yourself? What don’t you know yet? What new knowledge can you incorporate into your education?

Goal 5: Helps potential teachers obtain valuable insight into the teaching and learning process, pupils, and parents.

What does real-time learning look like? How are parents involved? How do students interact with the teacher? How do students interact with each other?

Goal 6: Allows potential teachers to hone their skills under the tutelage of professionals.

What feedback have you gotten from your on-site mentor? What aspects of your mentor’s method do you most appreciate? What advice can you ask for from your mentor?

Goal 7: Assists potential teachers in obtaining invaluable knowledge about school culture.

How do teachers interact with each other? With administrators? What does the flow of bureaucracy look like?

Goal 8: Gives potential teachers a first-hand account of what teachers do on a day-to-day basis.

What’s actually on your to-do list while you’re working in the classroom? What’s on your mentor’s to-do list? What do you find yourself thinking about at the end of the day? What kind of planning do you find yourself doing?

Field experiences are invaluable components of your teaching education. They are what will take your teaching abilities beyond theory and test questions. Fieldwork is the time for skills and application and action. Keep the eight goals for field experiences in mind to make the most of your time on-site!

The requirement for content knowledge versus education methods is a current debate in teacher education. Many argue that with a sufficient knowledge base, anyone can teach. Others argue that someone with sufficient teaching skills can teach almost anything. When becoming a teacher, it’s important to craft your own philosophy on education. Do some critical thinking! Try tackling the following three sets of questions as a way to jumpstart figuring out your take on teaching.

1. Compare the course requirements for elementary certification and secondary certification at your institution or college. How are they similar? How are they different? What benefits or problems do you see where the differences between these programs are concerned?

2. Use the Internet to find the most up-to-date information about the debate over pedagogy versus content. Search terms such as “teaching credentials” or “alternative teacher certification.” This will help you get started. Based on information you found, do you or do you not support the position that anyone with adequate knowledge can be a teacher or anyone with enough skills in teaching can teach anyone or anything? Your opinion may be somewhere in the middle. Take some time to explain your decision on the issue.

3. Map out a plan. What other field placements, courses, or experiences do you think should be required to become a qualified teacher? What level of teaching interests you (high school, middle school, or elementary school)? Do you have a content area that you are interested in (like history or math)? Are there any additional specializations that you could obtain to broaden your interests and opportunities? Have you discussed these various options with your advisor? If you haven’t, draft an academic plan, and then determine everything you need and want to accomplish in order to be licensed as a teacher in your area or state.

Education is a complex field full of complex questions and answers. In order to be a good teacher, you’ll need to take the time to think about not just what you’re doing, but also why and how. Figure out the issues, take some time to look at all the sides, and apply your critical thinking skills in figuring out your own perspective. Be active in your own education! You’ll be doing yourself – and your students – a big favor.

It’s only fitting that becoming a teacher requires going to school. Lectures, notes, books, other teachers, homework – it’s all there. But what does learning to become a teacher actually look like?

Teacher education programs contain both theoretical and practical lessons, to enable education students to benefit from both classroom and field experiences. The coursework can be split into three main categories:

1. General education
2. Professional education
3. Areas of specialization

In addition to the coursework, education students are required to complete an internship that usually lasts for about one school term, though the time requirement varies from state to state. This is called the student teaching experience, which is a great way to apply your newly acquired theoretical knowledge in the real world of teaching. Students may also take one or more certification exams according to the grade level and subject area they want to be certified in.

Category 1: General Education
General education courses include English, physical education, mathematics, science, social studies, fine arts, and so on. Most education students are required to take these courses, the exception being those with an International Baccalaureate (IB) or Advanced Placement (AP) credit. Apart from these courses, some institutions may require students to take other courses, such as religion or foreign language, and may also require education students to undergo proficiency tests to identify the appropriate level of course for them.

Category 2: Professional Education
For prospective teachers, professional education courses offer a great chance to build a solid foundation in the field of education. These courses include introduction to education, classroom management, and so on. Essentially, these are the teacher education courses that all prospective teachers take in common, whether they are elementary, English, secondary, special, or physical education majors. These courses lead to more specific courses, which will instruct them on how to plan and deliver effective instruction in their major. Without these professional education courses, many students wouldn’t have the background needed to understand more advanced theories and concepts in education.

Category 3: Specialization Courses
These include but are not limited to specific methods courses, such as middle school math, secondary social studies, elementary reading, and also advanced education theories and concepts. These courses deal with the subject matter at a very detailed and specialized level, introducing material that will be taught day to day. Also, these courses provide teacher education candidates with specific pedagogical methods and strategies that they can use to instruct their future pupils. For example, at this point, a special education major would begin taking courses constructed specifically to train students to work with students with special needs. These courses may also be complemented by field experiences, depending on the college or university offering the program.
At some universities, these courses are taught by faculty members in the School/College of Arts and Sciences, while at other universities, they are taught by members of the education faculty. In another possible configuration, specialization courses are taught by a mixture of education and arts and sciences faculty.

Taking the courses necessary to become an educator is your chance to really get down what it feels like to be a student. While some classes will be thrilling and others will go by slowly as a snail on a hot day, all of the courses you take are your chance to experience firsthand what it’s like to learn. Take note of your experience – it will be a valuable tool in helping you create a vibrant and productive classroom environment for your students when it’s your turn to stand on the other side of the podium!

“Do your homework.”

The admonishment applies not just to school and students, but to teachers and educators-in-training as well. When in the process of becoming a teacher, it’s vital to look not just inwards at your classroom and the work done therein, but also outwards at the rules and regulations surrounding education at large.

Education policies in the United States are primarily established at the state level. Each state decides the requirements for teacher education programs, using its power and authority to address the key issues and challenges involving teacher education. State agencies, such as the state departments of education or other credentialing boards, are responsible for the approval of any teacher education program. Colleges, universities, and other teacher education institutions can formulate their own policies and procedures concerning their teacher education programs, provided they are within the framework of state policies.

Several organizations and associations assist policy makers at both the state and institutional level in developing policies that will enhance the teacher preparation process. These organizations assist significantly in analyzing current education policies, conducting research, and promoting collaborative work between the intellectual and political communities. Here are a few examples of such organizations:

• The National Commission on Teaching and America’s Future (NCTAF) developed a 22-state partnership network to further teacher preparation efforts.
• The Standards-Based Teacher Education Project (STEP), with the support of the American Association of Colleges of Teacher Education (AACTE), enables institutions in training teachers to meet academic standards.
• The Holmes Partnership is a network of colleges, universities, agencies, national organizations, and institutions focused on reforming teacher education programs.
  Licensure and Certification

States are responsible for setting guidelines for licensing teachers and issuing those licenses. The state department of education or a credentialing agency is involved in the process of setting licensure requirements.

The traditional route to becoming a teacher includes the following:

1. Completion of a bachelor’s degree.

2. Meeting the requirements of a teacher preparation program.

3. In most states, completion of the PraxisTM I, which assesses basic reading, writing, and math skills; and the Praxis II, which assesses subject matter knowledge and/or pedagogical skills.
It is important to note that licensure requirements vary from state to state and may vary in terms of exams and scores needed for obtaining a teaching license.

States also specify different levels of certification, depending on the age group of students and the subject matter to be taught. There are also different types of teaching licenses, including provisional, emergency, and permanent licenses. It is important to understand the key difference between a license and a certification. A license authorizes you to teach, whereas a certification is an indication of what you are qualified to teach. For example, you may possess a license to teach, with a certification in elementary education. You may also have more than one certification attached to your teaching license. Note that not all states use the term certification; some use endorsement.

One of the chief contributors to a high attrition rate among teachers is the tediousness of the requirements for licensure reciprocity in most states. This can act as a deterrent to those who would like to move to another part of the country. However, recognizing the need to overcome this hindrance, many states are now easing their requirements for reciprocity.

Several organizations and associations are making a sustained effort to reform teacher licensure requirements in order to meet professional teaching standards, encourage interstate mobility, and enhance field experience. The No Child Left Behind Act (NCLB) and Title II of the Higher Education Act (HEA) allow states to use grant funds for reforming teacher licensure requirements.

Take the time to look into your state and district policy. Know the certifications and licenses you need to get to work in a certain area before moving there. While it may be a tedious process, doing your homework now will help you stay ahead of the game later.

Think of all these rules and regulations as the outline for your life-long lesson plan. Just like you need to do your research and plan out your approach to teaching concepts ahead of time in order to have a successful day as a teacher, you need to take the time learn the nuts and bolts of the bureaucratic hierarchy of your job in order to have not just a successful day, but successful years as an educator.

As amazing an impact as technology can have on education, modern digital resources are unfortunately far from evenly available. Do you know what technological poverty can look like? Do you know what causes lie behind it? Below, we’ve listed the top five most common barriers to introducing technology to the classroom.

1. The Digital Divide

Earlier in this chapter, we looked at the digital divide and broke it down by race, class, and gender. The digital divide is considered one of the biggest barriers to introducing technology into the classroom. All students are expected to have computer skills, and often it is just assumed that they all do. Unfortunately, this is not the case: access to technology is still not equal. Students who have less access to technology are mostly those living in low-income homes. Even if these students have a technology-based education at school, with a computer and Internet access, they will still not have the same advantages as those who have computer access at home. Access to technology by itself, however, is not a guarantee of computer literacy and skills. It also depends on how the technology is used. Some schools use computers for drill-and-practice exercises, while others foster problem-solving activities, challenging students to develop deeper levels of understanding.

The digital divide has been closing recently, due to lower prices for computers, new mobile phone technology, and a growing number of schools that have computer equipment. But the digital divide in the differences in the quality of hardware, software, and connectivity resources doesn’t seem to be closing. More wealthy homes will always be ahead of homes living in poverty, and urban and suburban students will always have better and faster Internet connections than rural students, who sometimes don’t have an Internet connection at all.

2. Lack of Funds

Maintaining a network within a school with decent hardware and software requires a considerable amount of money, which many schools simply do not have. Information technology is expensive. State and local governments spend more than $5 billion annually to equip schools with computers, networks, hardware, and software. Apart from the cost of providing the school with the necessary equipment to maintain this, schools have to have a technology budget each year that includes hardware and software maintenance, in addition to the hiring of trained personnel to handle technical issues.

3. Lack of Training

To achieve a successful introduction of technology into the classroom, trained support personnel and training for teachers are essential. Teachers can’t be expected to use technologies that they’re not comfortable working with. Technical problems can discourage teachers from using the technology, so it’s important to have a technical support professional available at all times. This way, problems will be only minor inconveniences. Providing teachers with complete training on the technology they will be using, as well as the possible problems and how to solve them, is a valuable investment for education. Teachers who are comfortable with and understand these technologies are the most likely to effectively use these technologies in the classroom.

In response to the fact that teacher training on technology is “hit and miss” in American schools, many educational institutions are including technology training in their course work for obtaining an initial teacher license.

4. Internet Access

Access to cyberspace—the world of information provided through the Internet—is of huge benefit to students and teachers. Access creates opportunities for communicating with any part of the world, opportunities for online simulation applications, social networking, Web-based documents, and endless other sources of information. These are just some of the benefits that a school without Internet access misses out on. During the 1990s, President Bill Clinton created the National Information Infrastructure (NII), the goal of which was to encourage all schools, hospitals, and government agencies to become connected to the Internet. This program included an E-rate, or Education Rate, which were discounted rates for schools and libraries, based on the income levels of the students’ families and location of the school. Since NII was implemented, the number of public schools with Internet access has risen dramatically. By 2005, fifteen years after the NII was established, there was virtually no difference in access between poorer and wealthier schools.

5. Access to Technology

As mentioned, differential access to technology creates a digital divide. Schools are making big efforts to reduce this gap, and making it possible for all students have access to high-end technology in both poor and wealthy schools. Schools have been able to reduce the number of students per computer, but despite this, the digital divide concerning the difference in technology access at home has not changed as much. This gap between quality technology access in low-income homes and more affluent homes remains wide.

Does your classroom experience any of these issues? If so, have you taken any steps to try to overcome the obstacle? Talk to the other teachers in your school and to your administrators about how you can work together to remove the hurdles standing between your students and their chance at a maximized education.

Read all of our posts about EdTech and Innovation by clicking here. 

Technology isn’t just expanding the possibilities for teaching youth – it’s also building up how teachers themselves are trained. Technology is not only influencing the education of students – online resources are being ever the more incorporated into professional education, too.

To save money and time, and capitalize on the technology boom, many school districts in the United States are turning to online professional development for teachers, as a viable alternative to traditional face-to-face training. The impetus for online professional development stems from the need to accommodate teachers’ busy schedules while also providing them with materials and information that may not be available in their district.

At first glance, these programs seem like a godsend to districts struggling to provide quality professional development to their students. But little research has been done on best practices in or the effectiveness of online professional development programs. Many districts issue surveys to measure professional development effectiveness, but unfortunately this practice is unreliable. Also, more research must be done concerning the design and implementation of these programs to ensure that they are operating efficiently and positively impacting student learning. Needless to say, the jury is still out on these programs, although they do seem to hold some promise. That will likely change, however, as more education moves online, and as online development tools are refined.

Has your teacher education included any online resources? If not, what technology is available to you now to help you continue to grow and learn? Don’t be afraid to seek out new tools for your own educational development, as well as that of your students!