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Teacher Education in a Rapidly
Changing Global Society

2. Knowledge is
changing
Technology is
changing
The learners are
changing
But is teacher
education
changing?

3. Exponential Growth of Knowledge
• Knowledge, both basic and applied, is growing
exponentially
•World knowledge base doubles every 2 years

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Growth of the Digital Universe
The amount of digital information created and replicated in the
world in 2009 = 800,000 petabytes

5. CONVERGENCE
Convergence of
tools into a
single device
that enables
you to learn
anytime and
anywhere

6. Wide array of tools and 1000s of
applications (500,000 iPhone apps)
Electronic book
readers, annotation
tools, applications for
creation, social
networking tools,
GPS, accelerometers
and motion sensors,
high resolution still
and video cameras,
etc.

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Tablet
Computers

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Global Growth of Mobile Phones

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Going to the Cloud

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Online Degree Programs 10
and Virtual Schools
O

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Open Educational Resources
UNESCO Open Educational Resources Initiative

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Learning Analytics and Visualization of
Massive Educational Data Sets

13. The Learners are Changing:
The Media Generation
Immersed in media
The “Connected”
generation
Digital Natives
Understand
information to be
readily available and
free
No difference
between virtual and
physical world

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Increasing demand for
teacher education to change
to meet the needs of 21st
Century learners.

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Challenges to change:
Multiple constituencies influence
teacher education
Lack of a shared vision of change

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www.redefineteachered.org

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Participants: 18
100 leaders from stakeholder groups:
 State and federal legislatures
 State educational agencies and certification boards
 National and regional accreditation associations
 Educational professional associations
 Teacher unions
 Teacher education institutions and alternative
certification programs
 Universities
 Schools
 Federal government
 Technology industry

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Goals of Summit
 Identify characteristics of a 21st century educator
 Define the critical elements of an educator
preparation program that produces such an
educator
 Identify the institutional, state, and national policy
structures that support the creation of these
programs
 Build a national coalition to reinvent teacher
education for digital-age learners

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21st Century
Teacher Characteristics

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Facilitate and inspire student learning
and creativity so that all students
achieve in the global society

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Be global educators

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Work with their students to create
new learning opportunities

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Enable students to maximize the
potential of their formal and informal
learning experiences

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Use the full range of digital-age learning 25
tools to improve student engagement
and achievement

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Use student data to support student
learning and program improvement

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Be life-long learners

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Redefining the Teacher
Education Framework

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Redefining the Teacher
Education Framework
Teacher education must be responsive to
changes in the global society

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Model 21st century skills, teaching
practices and technologies in teacher
preparation curriculum and instruction

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Prepare teachers to work as effective
members of learning teams

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Prepare teachers to teach in blended 32
and online learning environments
Use data to customize learning
Growth of virtual high
Schools and cyber
charter schools
Data-driven decision-
making

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Extend curriculum
and teacher role to
include both formal
and informal
learning

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Be a university-wide endeavor
The UTeach
Program

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Use simulations to prepare teachers to deal
with difficult situations

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The transformation of teacher
education will require changes in
policy structures at the institutional,
state and national Level

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Institutional Policies to
Transform Teacher Education
Faculty Development
Faculty Engagement in Clinical
Practice
Competency-Based Teacher
Education Programs
Funding for technology resources

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State Level Policies
Develop state shared vision
State educator certification
policies must support:
new roles for educators
new ways of staffing
schools
teacher technology
competencies

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National Level Policies
Create a national coalition to
reinvent teacher education
Build a National Educator
Competency Development Hub
 Allocate funding for technology in
teacher education

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Impact of Summit
State initiatives: New Hampshire,
Wisconsin and California
Congressional Briefing
National Council for Accreditation of
Teacher Education/TEAC
Australia Summit on Educator
Development

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Contact
Paul Resta, Ruth Kinght Millikan
Professor of Learning Technologies;
Director, Learning Technology Center,
The University of Texas at Austin
resta@austin.utexas.edu
To download copy of Redefining Teacher
Education for Digital Age Learners – A Call
to Action, go to:
www.redefineteachered.org