What is This Research Telling Us About Preparing Technology Using Teachers? Paradigm shift: Teaching about technology/Teaching with technology Basic tech skills are important but not sufficient Modeling by those around them
A Debate…. Within vs. Separate TCs do not take the tech they learned in introductory course into methods or field courses (Pope, Hare & Howard, 2002; Ringstaff & Kelly, 2002) Gap between what we teach preservice teachers about technology and what we expect them to do with technology as classroom teachers (Hare & Howard, 2002) Increase in student positive attitude and confidence when tech is infused (Pope, Hare, & Howard, 2002; Abbot and Faus, 2001; Thomas & Cooper, 2000) Preservice teachers develop greater technological fluency from a separate course (Anderson & Borthwick, 2002)
Reframe the Debate: What can we learn from each?: Separate Helps students develop technological fluency ( Anderson & Borthwick, 2002) and build confidence (Bielefeldt, 2001) Within Can carry skills into authentic situations which is more professionally relevant (Brush, Igoe, et.al, 2001) Press for other indicators of capacity (Bielefeldt, 2001)
Using Research to Restructure Program Design Experiences Across Authenticity Relevance
Restructuring Efforts: Case Studies Build in design time and opportunities for faculty to share (Thomas and Cooper, 2000) Create clear program expectations (Bullock, 2004, Bielefeldt, 1999) Both university faculty and mentor teachers exert influence (Bullock, 2004)
Content Technology UIC Coursework CPS Field Experience
E-portfolios Developmental Program Portfolio: Artifacts in courses Unit Assessment Profile: Teaching/Assessment event
Impact? Basic Skills Following Practicum Tech questions on student surveys Teaching Assessment event
Student Survey Chou, V. (2005) UIC College of Education Survey
Teaching Assessment Event Council on Teacher Education, 2005
Wrapup Within/separate ICT courses: not mutually exclusive What we are learning from case study research UIC strategies Questions/comments?
References Anderson, C. & Borthwick, A. (2002). Results of separate and integrated technology instruction in preservice training. (ERIC Document Reproduction Service No. ED475 921). Bielefeldt, T. (2001). Technology in teacher education: A closer look. Journal of Computing in Teacher Education 17(4): 4-15. Brush, T.; Igoe, A.; Brinkerhoff, J; Glazewski, K; Ku, H; & Smith, C.; (2001). Lessons from the field: Integrating technology into preservice teacher education. Journal of Computing in Teacher Education 17(4): 16-20 Bullock,D. (2004) Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology in Teacher Education 12 (2): 211-237. Hart, H.; Allensworth, E.; Lauen, D.; & Gladden, R. (2002). Educational Technology: Availability and use in Chicagos public schools. Chicago, IL: Consortium on Chicago School Research. Moursund, D. & Bielefeldt, T (1999). Will new teachers be prepared to teach in the the digital age: A national survey on information technology in Teacher Education. Santa Monica, CA: Milken Exchange on Information Technology. Pope, M.; Hare, D.; & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of technology and teacher education 10(2): 191-203. Ringstaff, C. & Kelly, L. (2002). The learning return on our educational technology investment: A review of findings from research. (ERIC Document Reproduction Service No. ED462 924). Thomas, J. & Cooper, S. (2000). Teaching technology: A new opportunity for pioneers in teacher education. Journal of Computing in Teacher Education 17(1): 13-19. U.S. Congress, Office of Technology Assessment, (1995) Teachers and Technology: Making the connection, OTA-HER-616 (Washington, DC: U.S. Government Printing Office).