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Transforming a teacher education method course through technology: effects on preservice

teachers technology competency

Presenter: Jing-Yi ZhaoAdvisor: Ming-Puu ChenDate: Aug. 19, 2009

Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers technology competency. Computers & Education, 45(4), 383–398.

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IntroductionAs the student/computer ratio in schools is getting smaller and smaller, more concerns are raised about the preparedness of K-12 teachers to appropriately integrate technology in teaching and learning.Recent calls for educational reform in teacher education stress the need for innovative teacher education restructuring to ensure that preservice teachers not only understand how to use a computer but also how to design high quality technology-enhanced lessons.

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Introduction

the instructional design processis sequential, linear and systematic, and begins from a precise plan of action including clear behavioral objectivesbreaks down complex tasks into simpler sub-components that need to be taught firstemphasizes the delivery of pre-selected facts favoring direct methods of instruction, such as drill and practice, and tutorialsinvests most of the assessment effort in summative evaluations to prove whether the instruction worked or not

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ISD Model

※An ISD model for transforming teacher education method courses with technology

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Method ： ICT

the use of ICT tools in science teachingstudents should be given opportunities to construct artifacts.hypermedia tools offer new methods for structured discovery, address varied learning styles, are motivating and empower students, and allow educators to present information as a web of interconnections rather than a stream of facts.designers of instruction and engage them in a process of inquiry learning.

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Method ： ICT

students are guided tocollect, access, assess, and integrate sources of appropriate informationstructure multiple pathways through information

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Method

participantsMultimedia group：

in the fall semester of 2002111 third-year elementary student teachers

Modeling group：in the spring semester of 2003116 third-year elementary student teachers

※Student teachers completed during their freshman and sophomore years two basic computing courses in which they learned Word, Excel, PowerPoint, Internet, and Hyperstudio.

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Method

Multimedia groupchoose a topic from the elementary science curriculum that learners have difficulty in understanding, or teachers have difficulty in teaching or presentingsearch the Web and evaluate Websites suitable for teaching this topicuse materials found on the Web to develop computer-based activities using Hyperstudio or Multimedia Builder integrate computer-based activities in an 80-min technology-enhanced lesson for elementary school children to be taught in a school classroom with other planned activities.

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Method

Modeling groupcreates objects, which relate to the entities of the scientific system under investigationassociate an icon with each objectassociates variable quantities with each object, called factorsfactors are designated as causal or affected depending upon the direction of the relationship between them.( support both qualitative and quantitative relationships)

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Method

1. systematical

2. workshops discuss

3.Interactive models correcting misconception

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Method ： assessmentAssessment instrument：

evaluate all lesson plans and activities based on the criteriatwo independent raters：

a doctoral student in science education an expert in instructional technology

a Pearson r between the two ratings was found to be 0.91discuss the disagreements and resolve after discussion

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Results

F = 21.534p = 0.000

F = 10.943p = 0.001

F = 59.893, p = 0.000

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Results

not significant differenceselection of appropriate science topics to be taught with technologyuse of appropriate technology-supported representations to transform science content

significant differenceuse of technology to support teaching strategiesintegration of computer activities with appropriate pedagogy in classroom instructiontotal technology competency

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Discussion ： Multimedia group

not learner-centeredas delivery vehicles to electronically present information to learnersskills-related difficulties cognitive loadproviding training sessions for demonstrating the different software

not integrate computer activities with appropriate pedagogy

preparing technology-competent teachers in teacher education programs is a challenging

pedagogical reasoning(Shulman,1987)pedagogical content knowledge (PCK)

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Suggestions

successfully infusing technology throughout the teacher education curriculum

skills of technology toolssupporting various instructional strategiestransform the content to make it more accessible to learnerschange the role of the teacherteacher educators are committed to their course restructuring efforts