Curriculum & Instruction Faculty Publications

Document Type


Journal/Book/Conference Title Title

Contemporary Issues in Technology and Teacher Education





First Page


Last Page



Representatives from ten specialty professional associations affiliated with the National Technology Leadership Coalition (NTLC) are collaborating with Microsoft Corporation to develop an innovative professional development opportunity for teacher educators—the Teacher Education Initiative (TEI). The goal of the initiative is to enhance preparation of future teachers to use technology in effective ways to teach students across grades and academic disciplines. This effort builds upon initiatives such as Preparing Tomorrow’s Teachers to Use Technology (PT3) and Microsoft’s Partners in Learning (PIL) program.

The goals of TEI are described in more detail in a previously published overview, “Preparing Teachers for Tomorrow’s Technologies” (Dilworth et al., 2012). The current article describes planned implementation strategies designed to advance more effective integration of technology in teacher preparation. TEI is grounded in the framework of technology, pedagogy, and content knowledge (TPACK; referred to as technological pedagogical content knowledge in Mishra & Koehler, 2006). Representatives of teacher education associations from a number of academic disciplines have assumed responsibility for the development of teacher education resources for each discipline. Representatives from associations related to special education, instructional technology, and teacher education at large are developing resources for non-discipline-specific teacher educators. In order to facilitate a systematic, coordinated approach within each TEI college or university representatives from the American Association of Colleges for Teacher Education (AACTE) are developing related materials for the leaders of schools, colleges and departments of teacher education.


Department of Curriculum and Instruction


First published in Contemporary Issues in Technology and Teacher Education, v. 112 n. 2, pp. 115-121 (2012), by the Association for the Advancement of Computing in Education.

Original Publication Date



UNI ScholarWorks, University of Northern Iowa, Rod Library


©2012 Glen Bull, Marshall George, Melanie Shoffner, Cheryl Bolick, John Lee, Janice Anderson, David Slykhuis, Joe Garofalo, Robin Angotti, Michael McKenna, Elizabeth West, Sara Dexter, Mary Herring, Mark Hofer, and Abbie Brown. Creative Commons Attribution-Noncommercial 4.0 license.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Date Digital




File Format