Technology in teacher education in the USA: what makes for sustainable good practice?

Abstract

Good practice with information and communication technologies (ICT) in teacher education is responsive to its society's needs. This article provides a complementary view to those from Europe and elsewhere in the world from the perspective of federal USA, with this nation's localised support for K-12 schools. It is part of the quick-scan study in 2002 led by Paul Kirschner of the Open University of the Netherlands. Five teacher education programmes were selected to illustrate best practice with technology (as ICT is called in the USA) in US teacher education. Although the ICT benchmarks described by Kirschner & Davis (this issue) were present in every case, a better distinguishing factor was that all had a mission to serve their diverse communities. In addition, these programmes provide complementary professional development in the schools in which pre-service students gain internships. The review of best practice comes after 3 years of significant federal funding provided through the Federal Department of Education's initiative: ‘Preparing Tomorrow's Teachers to use Technology’ (PT3∥. Strategic planning for this initiative by government agencies and professional organisations is also described. It is noted that there is still much work to be done towards social justice and digital equity within and beyond the USA.