I received this message about a week or so ago. See below for the relevance…
Dear Professor Barbour,
Greetings! I hope this email finds you well. I am writing to you today with exciting news! We have just received copies from the initial print run of Developing Technology-Rich Teacher Education Programs in our warehouse, and orders are now being filled! We are excitedly anticipating the book’s success and anxiously awaiting its positive response in the academic community.
If you have contributed a full-length chapter in Developing Technology-Rich Teacher Education Programs you should have received an email from firstname.lastname@example.org with instructions on how to access a complimentary PDF of your scholarship. If you did not receive this email, or if you have any questions, please feel free to contact me.
Since the book is now in print, we also have the final citation information for your scholarship. If you visit the Web page for your chapter, you can access the citation data in several formats. The Table of Contents for Developing Technology-Rich Teacher Education Programs can be viewed at: http://www.igi-global.com/book/developing-technology-rich-teacher-education/56018#table-of-contents.
Now that Developing Technology-Rich Teacher Education Programs is available, this is a vital time to promote your research. Share the news of your excellent contribution with your peers, colleagues, and students by encouraging them to visit the book’s Web page at http://www.igi-global.com/book/developing-technology-rich-teacher-education/56018. Remind them to recommend the book to their librarian using our librarian recommendation form at http://www.igi-global.com/forms/refertolibrarian.aspx?titleid=56018, or offer them the opportunity to purchase their own copy of the book and other related publications using our exclusive discount offer located at http://www.igi-global.com/Files/Ancillary/84b57bad-f933-4697-b5c4-b77c9a5d2a91_978-1-4666-0014-0.pdf! You can also use the official IGI Global press release, located below, to inform your network about the book.
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Contact: Christine Bufton FOR IMMEDIATE RELEASE
New Release: Developing Technology-Rich Teacher Education Programs
Hershey, PA – January 2, 2012 – Though technology is expanding at a rate that is alarming to many skilled laborers concerned for the welfare of their industry and jobs, teachers should feel safe in their position; however, teachers who refuse to adapt to technology will be left behind.
Edited by Drew Polly, University of North Carolina at Charlotte, USA; Clif Mims, University of Memphis, USA; Kay A. Persichitte, University of Wyoming, USA, IGI Global’s newest release, Developing Technology-Rich Teacher Education Programs: Key Issues offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe. Contributors from 32 universities from around the world came together as authors of case studies, methodologies, research, and modeling to produce the work that went into this reference work. The target audience for this book includes faculty, leaders, teacher educators, and administrators within higher institution and every level of education.
Topics covered in Developing Technology-Rich Teacher Education Programs: Key Issues include, but are not limited to:
Content Area and Methods Knowledge and Technology
Content Specific Experiences
Foundational Knowledge and Technology
Higher Order Thinking Skills
Technology Acceptance Model
Web 2.0 for Collaboration
To learn more about IGI Global’s newest release, please visit http://www.igi-global.com/book/developing-technology-rich-teacher-education/56018.
About the Editors
Drew Polly is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standards-based pedagogies. More information can be found at: http://education.uncc.edu/abpolly.
Clif Mims (http://clifmims.com) is an Associate Professor in the Department of Instructional Design and Technology at the University of Memphis and is the Executive Director of the Martin Institute for Teaching Excellence in Memphis, Tennessee. Mims is a teacher, researcher, author, speaker and educational consultant specializing in the effective integration of technology with teaching and learning.
Kay Persichitte is the Dean of the College of Education at the University of Wyoming. Persichitte has extensive experience and background in curriculum and program development, accreditation, standards-based instruction, telecommunications systems and distance instruction and preservice teacher technology integration.
About IGI Global
Since 1988, IGI Global has provided comprehensive research materials on computer science and information technology management, focusing on the ways in which information technology affects human activities and interactions across disciplines. With offices in Hershey, PA, and New York City, IGI Global is a leading multimedia publisher of books, reference works, journals, encyclopedias, teaching cases, proceedings, and databases covering the areas of education, social science, library science, healthcare, business management, public administration, and computer science. More in-depth information about IGI Global’s mission and resources is available at www.igi-global.com.
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I have a chapter in this book entitled “Training Teachers For A Virtual School System” with an abstract that reads:
Online learning at the K-12 level is growing at exponential rates. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous and synchronous instruction, in almost every state in the U.S.. In some instances the knowledge, skills and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs; while in many instances the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver and support students engaged virtual schooling.
Check it out…