BOOK REVIEW | by Victor Rivero
Put together by some very talented people (including among others, a professor of education technology, a past president of ISTE Teacher Education Network, and a teacher education professor), “Championing Technology Infusion in Teacher Preparation: A Framework for Supporting Future Educators” (ISTE 2020) edited by Arlene C. Borthwick, Teresa S. Foulger, and Kevin J. Graziano plus 17 additional contributors, is a thorough, rich and thoughtfully constructed collection of perspectives, authoritative because the people who wrote it have looked and learned over decades of persistence in this field and are now sharing those lessons in the context of where we find ourselves today.
‘…we came together with very different histories surrounding educational technology but with a common passion…’
In four practical and common-sense sections: planning for, implementing, evaluating, and finally advancing – technology infusion, a framework is laid for leadership and teams examining their current preparation programs and is well suited for a ‘book club’ or workbook approach. While not rivetingly named, no matter: they are robust and straightforward—and the real color comes in each of the 11 total chapters laid out over that solid frame. Envision a series of get-togethers where assignments have been given with paired-up assignees of various chapters leading structured discussions that bring to life the colorful experiences, ideas, and examples that they relate to or choose to highlight. With the right moderator, this would make for a more satisfying Zoom session, or in person meeting, as the case may be.
In any case, the quality of the work here is such that others in edtech that aren’t necessarily involved directly with teacher preparation would do well to immerse themselves in the issues and challenges raised here with this book so as to better understand the current state of the field and where it may be headed.
As the editors wrote in the preface, “…we came together with very different histories surrounding educational technology but with a common passion: to help colleges and and schools of education, across the country and internationally, be more effective in their efforts to prepare teacher candidates to teach with technology.” The editors invited the chapter authors “due to their unique area of expertise related to advancing technology infusion,” they said, to share “lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work.”
With stories, charts, examples, and well-written perspective, this is a hidden gem—well, let’s correct that with a more accurate analogy: a found treasure chest of hidden gems well worth discovery by any daring individual in edtech, or any adventurous team who is up for the expedition.
Notes on the authors
Arlene C. Borthwick is professor emerita and former associate dean and professor of educational technology at National Louis University in Chicago. She served as chair of the American Association of Colleges of Teacher Education’s Committee on Innovation and Technology (2017-2018), was a member of the ISTE Board of Directors (2010-2014) and received the ISTE Making IT Happen award in 2008. She co-edited Transforming Classroom Practice: Professional Development Strategies in Educational Technology (ISTE, 2008).
Teresa S. Foulger is an associate professor at Arizona State University in Tempe. She served as president of the ISTE Teacher Education Network (2011-2015) and received the ISTE Making IT Happen award in 2019. Foulger’s research and writing has been recognized through several awards, including the Outstanding Research Article Award (2014 and 2019) from the Journal of Digital Learning in Teacher Education .
Kevin J. Graziano is a professor of teacher education in the School of Education at Nevada State College in Henderson. He’s served as the chair of the Consultative Council for the Society for Information Technology and Teacher Education (SITE), the chair of the American Association of Colleges for Teacher Education’s (AACTE) Committee on Innovation and Technology and the co-chair of SITE’s mobile learning special interest group (SIG). He co-edited Online Teaching in K-12: Models, Methods, and Best Practices for Teachers and Administrators (2016) published by Information Today.
Jon M. Clausen
Julie A. Moore
Sheryl Nussbaum-Beach (EdTech Digest Advisory Board Member)
Seth A. Parsons
Denise A. Schmidt-Crawford
David A. Slykhuis
Ji Soo Song
Debra R. Sprague