Instructional Technology Leadership

Academy for Pre-Service Teachers

AACTE 2013

Presenters:Norma Boakes, Associate Professor of

EducationDouglas Harvey, Associate Professor of

Education

Richard Stockton College of NJGalloway, New Jersey

•About 8,000 students•7000 of those are undergraduates•½ FTF, ½ Transfer(last academic year)•About 200 student teachers currently

•College organized in “Schools”•Within “Schools” are Programs•The Teacher Education Program (TEDU) housed in the School of Education

Anatomy of the Stockton TEDU Program

• Content coursework• Elementary- 60 credits in LA• Subject specific- 30 credits in subject

• Professional requirements• Educating Students w/Special Needs• Diversity in Families, Schools, and Communities• Instructional Technology for K-12 Teachers*

• Professional Education requirements• Ed Psyc + 40 hours fieldwork (gateway course)• Intro courses + 80 hours fieldwork • Intermediate courses + 80 hours fieldwork• Student Teaching- 15 week internship

Seeking to overcome challenges to better preparing pre-service teachers

Timing and amount of current training in instructional technology

Limited flexibility in course sequence within teacher education coursework

Lack of connection between technology courses, methods courses, and fieldwork

Result of discussions among SOE faculty

Alignment to Standards• CAEP- Standard 2- Clinical Practice- seeks evidence for

“candidates integrate technology into their panning and teaching and use it to differentiate instruction” (p.21 of draft)

• InTASC- Cross-Cutting Theme Technology

• NJPST- NJ Professional Standards for Teachers

• NETS*T Teachers

“As technology integration continues to increase in our society, it is paramount that teachers possess the skills and behaviors of digital age professionals. Moving forward, teachers must become comfortable being co-learners with their students and colleagues around the world.” (NETS*T website)

Lambert & Gong (2010) reported value of even a single stand-alone course in improving pre-service teacher self-efficacy

Ertmer & Ottenbbreit-Leftwich (2010) note four variables, including self-efficacy and pedagogical beliefs, that interact to impact how pre-service teachers should be prepared for technology integration

Ward and Overall (2010) found that pre-service teachers showed positive gains in both competency and confidence when learning technology in conjunction with content-area pedagogy courses.

Honors-style Instructional Technology Leadership Academy (ITLA) to increase opportunities for pre-service teachers to gain confidence, knowledge, and skill

Provide select group of pre-service teachers with a technology-focused learning opportunity

Encourage a small group of new teachers to become teacher-leaders in the area of technology integration

Students apply to program - selectively chosen according to criteria established by SOE

Those chosen are given:

A three-credit advanced technology course (INTC 4650)

Issued technology for use as part of course (iPod)

Access to computer lab space specifically designed to support ITLA projects

Extra-curricular opportunities (eg. guest speakers, tech PD sessions, and attend technology conferences)

When possible, special fieldwork placement with tech-savvy cooperating teachers

Graduates given entree into the online ITLA 2.0 network.

INTC 4650Advanced Technology

Integration

• 3 credit hybrid course (3 hours per week- about ½ online)

• Access to advanced tech facilities on campus (ETTC)• Exposure to advanced tech skills/training tailored to

fit teaching certification area • Specialized assignments to develop understanding of

technology integration in instruction• Exposure to experts in the field- teachers & admin• Participation in PD related to tech (f2f and online)• Current cohort:http://intc4650.wikispaces.com

Self-efficacy measurement

Measure degree of reported self-efficacy with technology integration among

Instrument: Technology Integration Confidence Scale (TICS)

Jeremy Browne - http://www.brownelearning.org/tics/

Based on NETS*T Version 1

We used only first 5 categories - did not include Ethical Issues as this is not specifically taught in program courses

Technology Integration in the field

Use of proprietary measure (Metiri Group) for technology integration of student teaching/fieldwork lessons

Technology Self Efficacy Survey

Instrument used was based on Browne (2009) Technology Integration Confidence Scale and

NETS*T standards from ISTE

-33 items-6 response scale ranging from not confident at all to

completely confident

Classrooms for the Future Lesson Observation Instrument

For more information on instrument go to: http://metiri.com

•Lesson observation broken into 3 parts- 1st third, 2nd third, and final third of class observed. Looks at levels of-•engagement, •complexity,•instruction style, and •Relevance

•Overall analysis of lesson•Hardware/software•Instructional strategies•Technology use (Teacher and Student)•21st Century Skills

Implementation

With any new program comes the challenge of implementation. Some of the issues we faced and addressed included:

- What students should be considered for ITLA? How do we get them interested in joining?

- When, in the professional education course sequence, do we offer it?

- Finding tech-savvy fieldwork teachers to pair with ITLA students

- Getting funding for the technology

1st cohort of ITLA

• Consisted of 10 preservice teachers• Cohort given two-part advanced technology course

• Advanced Technology Integration I (2 cr)• Advanced Technology Integration II (2 cr)

• Took place Fall 10 & Spring 11• Lessons learned

• Students advanced their skills and were more apt to use technology in their teaching

• Structure of ITLA made it difficult to find sufficient number of participants

2nd ITLA Cohort- 2012

ITLA retooled to be a one-semester add on to teacher certification coursework

• Intro or Intermediate Semester level student could apply

• One 3 credit vs. two 2 credit course experience- Advanced Technology Integration

• Open process for fieldwork experience versus targeting exact teacher placement

A quick look at data from 2nd cohort of ITLA• 7 ITLA students for Spring 2012 cohort matched with 7

non-ITLA students

• ITLA students:

• Took 3 credit advanced technology integration course

• Received iPod touch to use with fieldwork experiences

• Research methods

• Pre- and post-test of TICS instrument to measure tech self-efficacy

• Reviewed lesson plans by ITLA versus non-ITLA

Results of 2nd cohort• ITLA students showed a mean change of +12.86

points on the TICS scale, while non-ITLA students showed a mean change of -1.43 points.

• Gains by TICS category:• Planning and Designing Learning

Environments and Experiences: ITLA +6.86; non-ITLA -0.62

• Teaching Learning and the Curriculum: ITLA +3.80; non-ITLA 0.00

• Assessment and Evaluation: ITLA +2.60; non-ITLA -1.00

Results of 2nd cohort• Lesson plans reviewed on 3 point scale

• 0- no technology use• 1-tech used was solely teacher-centered

• 6 ITLA vs. 8 non-ITLA• 2- tech used mostly teacher-centered

w/some student interaction• 2 ITLA vs. 0 non-ITLA

• 3- tech used by students w/ teacher facilitation

• 2 ITLA vs. 0 non-ITLA

Current course Wiki: http://intc4650.wikispaces.com

Used to house all course details

Students track work and collaborate via wiki

All ITLA students given iPod Touch for use during course

http://intc4610.wikispaces.com/iPod+Touch+Presentation

Added headsets and working on purchase of Chromebooks for next cohort

First 5 sessions focus on exploration of tools in 4 main areas & speaking w/K-12 experts

Next 5 sessions online via Google Hangout w/featured topic each week and time to collaborate w/instructor and other students

Last 2 sessions for sharing experiences and preparing for next term

ITLA Ning: (includes first ITLA alumni) http://itla20.ning.com

TICS Pre-Test Results for Spring 2013

**28 items (5 points per item- level of self efficacy)

ITLA students efficacy (SE) average total score: 121.70 (n=11)

INTC 3610 SE average total score: 110.00 (n=27)

EDUC 4101 SE average total score 111.44 (n= 35)

EDUC 4600 SE average total score 119.79 (n=26)

ITLA INTC 3610EDUC 4101

EDUC 4600

I - Technology Operations and Concepts 1-8

4.74 3.94 4.29 4.51

II - Planning and Designing Learning Environments and Experiences 9-15

4.41 4.12 4.02 4.30

III - Teaching, Learning, and the Curriculum 16-20

4.14 3.98 3.96 4.24

IV - Assessment and Evaluation 21-24

4.25 3.95 4.00 4.34

V - Productivity and Professional Practice 25-28

3.90 3.67 3.30 3.67

ITLA pre-test on aspects of tech knowledge

• A set of 10 open-ended questions were reviewed for accuracy• Mostly understood

• 21st century skills- highest• Technology for assessment• Meaning of instructional technology

• Some knowledge but limited• Use of social media in classroom• Wiki versus blog• Engaging students• Online learning

• Minimal to no knowledge of• Learning management systems• Flipped classrooms• When to select technology for teaching

Qualitative -Teaching Observations

ITLA

Participant A

Student teaching – Geometry at high school level

Technology Available Document camera;

interactive whiteboard;4 computers in

back of room + teacher computer

Organization of roomRows then

switched to clusters of 3

Style and Strategies2/3 of class didactic teaching of basic skills

1/3 of class somewhat constructivist and trying for slightly more complex and higher

order skills

Teacher led discussion and questioning, with informal collaborative learning

Participant BStudent teaching – Math at 7th grade level

Technology Available Interactive whiteboard;Presentation software

response system;teacher computer

Organization of roomRows

Style and Strategies2/3 of class didactic teaching of basic skills

1/3 of class somewhat constructivist

Teacher led discussion and questioningWorked examples on SMART Board

and used response system to check student comprehension

Qualitative -Teaching Observations

ITLA

Participant B

With new group starting, plans are too:

Compare pre-post ITLA students to TEDU students

TICS for self-efficacy

Field Observations

Portfolios of coursework

References• Lambert, J., Gong, Y., & Cuper P. (2008). Technology, Transfer, and

Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability. Journal of Technology & Teacher Education, 16(4), 385-410.

• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.

• Richardson, G. (2012). What More Can We Do? Analyzing the Impact of Preservice Teacher Technology Training on Subsequent Classroom Technology Integration. In P. Resta (Ed.), Proceedings of the Society for Information Technology & Teacher Education International Conference 2012 (pp. 2386-2392). Chesapeake, VA: AACE.

• Ward, G. & Overall, T. (2010). Pre-Service Teacher Technology Integration: The Team-Taught Cohort Model and TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3944-3951). Chesapeake, VA: AACE.

Email:

Norma Boakes, EDUC- Norma.Boakes@stockton.edu

Doug Harvey, MAIT- harveyd@stockton.edu

Blogs: http://wp.stockton.edu/ITLA or http://harveyd.edublogs.org