5
Preparing Preservice Teachers to Use Technology Issues and Strategies ByStephenRodriguez Dr Rodriguez is an associate pro- fessor College of Education, Texas A & M University, Corpus Christi, Texas ow do we best teach preservice teachers to use technology? To find answers to this question, consider related teaching proficiencies already adopted by your own home state. Given these proficiencies, what in- structional approaches will best enable preservice teachers to achieve them? With these two key ques- tions in mind, my purpose here is two- fold: first, to reflect upon adopted teach- ing proficiencies in my home state, Texas, related to applications of technol- ogy; and second, to present strategies that may help preservice teachers to at- tain the targeted proficiencies. In Texas, adopted teaching pro- ficiencies are captured in key documents published by the Texas Education Agency (TEA) (1994, 1995). Prescribed teaching proficiencies appropriately place the K-12 learner at the heart of the teaching process. They address in- creasing students' knowledge, selecting appropriate instructional materials, maintaining equity and excellence for all, using a variety of resources to further communication, and developing oneself professionally. A discussion of pro- ficiencies related to the use of technol- ogy follows. A conceptual framework highlighting major areas of proficiency and related purposes is presented in Figure 1. Integration of Technological Resources The teacher must be able to integrate use of technological resources, weaving those resources into the overall fabric of instruction. In this way, the teacher pro- motes students' consideration of the cen- tral themes of the subject matter from varied cultural and intellectual view- points (TEA, 1994). University educators can contribute here by modeling inte- grated use of technological resources in preservice courses. University faculty should also engage preservice teachers in considering real-world instructional problems that may be solved by techno- logical means. Clearly, the notion of in- tegration suggests that technology must not be addressed in isolation or as a stand-alone issue removed from the con- text of teaching. A related issue concerns preservice teachers' use of technology as a personal productivity tool. Integrated software packages such as ClarisWorks enable teachers to develop instructional mate- rials and newsletters; to facilitate com- munication with students, parents, and other faculty; and to keep records and grades. Such applications offer univer- sity educators a practical focus for intro- ducing preservice teachers to computers. Experience and Knowledge Construction The preservice teacher should recognize that students' experiences are at the heart of the matter. Under this orienta- tion, the K-12 teacher's job becomes one of arranging for students to acquire ex- periences that support knowledge con- struction. According to Driscoll (1994), " . . . constructivist theory rests on the assumption that knowledge is con- structed by learners as they attempt to make sense out of their experiences" (p. 360). Learners actively seek to make meaning of experience, learning by do- 18 TECHTRENDS SEPTEMBER 1996

Preparing preservice teachers to use technology

Embed Size (px)

Citation preview

Page 1: Preparing preservice teachers to use technology

Preparing Preservice Teachers to Use Technology Issues and Strategies ByStephenRodriguez

Dr Rodriguez is an associate pro- fessor College of Education, Texas A & M University, Corpus Christi, Texas

ow do we best t each preservice t eachers to use technology? To find answers to th is quest ion, c o n s i d e r r e l a t e d t e a c h i n g proficiencies a l r eady adop ted by y o u r own home state. Given t h e s e prof ic iencies , w h a t in- s t ruct ional approaches will best enab le preservice t e ache r s to

achieve t h e m ? With these two key ques- t ions in mind, m y purpose here is two- fold: first, to reflect u p o n adopted teach- ing p ro f i c i enc i e s in m y h o m e s t a t e , Texas, related to applicat ions of technol- ogy; a n d second, to p resen t s t rategies t h a t m a y help preservice t eachers to at- t a in the targeted proficiencies.

In Texas , a d o p t e d t e a c h i n g pro- ficiencies are cap tured in key documen t s p u b l i s h e d by t h e T e x a s E d u c a t i o n Agency (TEA) (1994, 1995). Prescribed t e a c h i n g p ro f i c i enc i e s a p p r o p r i a t e l y place the K-12 learner a t the hea r t of the t each ing process. They address in- c reas ing s t uden t s ' knowledge, selecting a p p r o p r i a t e i n s t r u c t i o n a l m a t e r i a l s , main ta in ing equity and excellence for all, u s ing a var ie ty of resources to fu r the r communica t ion , and developing oneself p r o f e s s i o n a l l y . A d i s c u s s i o n of pro- ficiencies related to the use of technol- ogy follows. A c o n c e p t u a l f r a m e w o r k highl ight ing major areas of proficiency a n d re la ted p u r p o s e s is p r e s e n t e d in Figure 1.

Integration of Technological Resources The teacher m u s t be able to integrate u se of technological resources , weaving those resources into the overall fabric of ins t ruct ion. In this way, the teacher pro-

motes s tudents ' consideration of the cen- tral t hemes of the subject ma t t e r from var ied cu l tu ra l a n d in te l lec tua l view- points (TEA, 1994). University educators can cont r ibute here by model ing inte- grated use of technological resources in preservice courses . Universi ty facul ty shou ld also engage preservice teachers in consider ing real-world ins t ruc t iona l problems t h a t m a y be solved by techno- logical means . Clearly, the not ion of in- tegrat ion sugges ts t h a t technology m u s t not be a d d r e s s e d in isolat ion or as a s tand-alone issue removed from the con- text of teaching.

A related i ssue concerns preservice teachers ' use of technology as a personal p roduc t iv i ty tool. In tegra ted sof tware packages s u c h as ClarisWorks enable teachers to develop ins t ruc t iona l mate- rials and newslet ters; to facilitate com- mun ica t ion with s tuden t s , parents , and other faculty; and to keep records and grades. S u c h appl icat ions offer univer- sity educators a practical focus for intro- ducing preservice teachers to computers.

Experience and Knowledge Construction The preservice teacher should recognize t h a t s t u d e n t s ' exper iences are at the hea r t of the matter. Under th is orienta- tion, the K-12 teacher 's job becomes one of a r ranging for s t u d e n t s to acquire ex- periences t h a t suppor t knowledge con- s t ruct ion. According to Driscoll (1994), " . . . const ruct iv is t theory res t s on the a s s u m p t i o n t h a t k n o w l e d g e is con- s t ruc ted by learners as they a t t empt to m a k e sense ou t of the i r experiences" (p. 360). Learners actively seek to make mean ing of experience, learn ing by do-

18 TECHTRENDS SEPTEMBER 1996

Page 2: Preparing preservice teachers to use technology

ing activities in context, and developing knowledge over t ime (Driscoll, 1994; see also Brooks & Brooks, 1993).

Under this construct ivis t concept ion of learning, the c lassroom becomes a dy- namic env i ronment popula ted by a n ac- tive and involved c o m m u n i t y of learn- ers. This l e a r n e r - c e n t e r e d focus a lso encompasses equi ty in excellence for all and use of varied forms of communica - t ion (TEA, 1995).

Wha t should K-12 teachers be able to do to engage s t u d e n t s and to capital- ize u p o n their school and out-of-school exper iences? Possibi l i t ies inc lude the following:

* accoun t ing for a n d bui lding u p o n learners ' existing skills, knowledge, and a t t i t u d e s - - a n d , more broadly, the i r existing schema;

�9 a r ranging for ongoing, active involvement of all learners;

�9 p l ann ing learn ing activities and cooperative projects t h a t are g rounded in a mean ingfu l context;

�9 mak ing visible connec t ions be- tween school experiences and out- of school experiences.

Driscoll (1994) provides a syn thes i s of the impl ica t ions of cons t ruc t iv i sm for

Teacher Proficiency �9 integrate technological resources

�9 use technology to communicate

�9 emphasize student experience

and technology applications

�9 select instructional materials

�9 increase personal productivity

�9 use technology to develop

professionally

IL. y Purposes �9 provide multiple perspectives

�9 provide interactive instruction

�9 further learning

�9 enrich communication

�9 communicate visually

�9 connect outside of community

�9 spark student interest

�9 support learning in context

�9 require student participation

�9 support student learning about technology

�9 spark student interest

�9 provide multiple perspectives

�9 support individualization

�9 avoid biases

�9 further learning

�9 gain comfort with technology

�9 work efficiently

�9 teach students related skills

�9 support life-long learning

�9 communicate with others

�9 conduct on-line research

�9 obtain information

Figure 1. Framework of Technology Proficiencies and Purposes in Preserviee Teacher Education

SEPTEMBER 1996 TECHTRENDS 19

Page 3: Preparing preservice teachers to use technology

ins t ruct ion. She describes five strategies for suppor t ing knowledge const ruct ion:

�9 emphas iz ing s tuden t - cen te red ins t ruc t ion

�9 providing complex learn ing envi- r o n m e n t s

�9 providing for social negot ia t ion

�9 j ux t apos ing to-be- learned con ten t

�9 n u r t u r i n g reflectivity abou t learn- ing tasks .

All of these s trategies have implicat ions for technology use by fu tu re teachers . Video c a m e r a s , digi ta l c a m e r a s , a n d audio tape recorders allow K- 12 s tuden t s to gain experience in captur ing, organiz- ing, a n d p re sen t ing in format ion . Pre- service t eachers shou ld be prepared to operate s u c h equ ipmen t and to plan re- lated learning activities. Media and mul- t imedia -based projects in varied subjec t a reas fu r the r provide signif icant oppor- t un i t i e s for K-12 s t u d e n t s to l i teral ly cons t ruc t p resen ta t ions while s imul ta- neous ly learn ing the "how to's" of tech- nology usage. Teachers shou ld be pre- pared to lead s u c h s t u d e n t projects.

In the context of c lass room commu- nication, t radit ional uses of instruct ional med ia in the c lass room are imperative. The benefi ts of us ing ins t ruc t iona l me- dia s u c h as video, interactive video, and CD-ROM are well es tab l i shed (Heinich, Molenda, & Russell , 1993). By employ- ing bo th the visual and aud i to ry chan- nels, s u c h media move commun ica t i on out of the abs t rac t realm toward the con- crete. This, in tu rn , can increase bo th s t u d e n t in te res t and the memorabi l i ty of the mater ia l being presented. Inter- active med ia s u c h as CD-ROM m a y pro- vide an additional advantage to K- 12 stu- d e n t s by provid ing for ind iv idua l ized learn ing pa ths and requir ing active par - t icipation. It is imperative, however, t ha t s t u d e n t s also be allowed to use technol- ogy to obtain informat ion, to communi - cate wi th others, and to organize and m a n i p u l a t e data . Conceiving of ins t ruc- t ional technologies solely as means of de- livering "canned" ins t ruc t ion in the form of computer , CD-ROM, and interact ive and t radi t ional video p rograms is insuf- ficient.

Technology and Communication Current technology also provides a range of o p p o r t u n i t i e s for c o m m u n i c a t i o n . Elect ronic mail, bu l le t in boards , a n d "chat lines" allow s tuden t s to communi - cate with their teachers , o ther s tudents , a n d sub jec t a r ea exper ts a r o u n d the world, a n d to conduc t research and ob- ta in informat ion. Communica t ion with others can be inexpensively e n h a n c e d via two-way video t r ansmis s ions us ing an applicat ion such as CU See Me. Stu- den ts can t h u s work cooperatively and expand their hor izons beyond the local communi ty to gain unders tand ings of re- mote people and cul tures .

W h a t else can univers i ty facul ty do to enable fu tu re teachers to use tech- nology so as to provide meaningful learn- ing experiences for K- 12 s tuden t s? First, t eacher educa to r s m u s t acquire basic technology skills. This m e a n s learning to use c a m p u s compute r networks, and gaining exper ience in c o m m u n i c a t i n g a n d a c c e s s i n g i n f o r m a t i o n v ia t h e I n t e r n e t a n d the World Wide Web. It m e a n s gaining comfort with operat ing video casset te players, laserdisc players, liquid crystal display uni ts , and other anci l lary equipment . Further , it m e a n s mode l ing effective p r e s e n t a t i o n skills and using well designed media materials.

I believe univers i ty facul ty shou ld require their s t u d e n t s to apply technol- ogy in complet ing course requi rements . To do this, teacher educa tors m u s t have access to required equ ipment and soft- ware and shou ld be prepared to teach their s t u d e n t s how to use them. While exact a s s i g n m e n t s vary depending on the n a t u r e of a given course, they might include us ing computer networks for on- line r e sea rch or communica t ion , devel- oping media or mul t imedia mater ia ls for ins t ruct ion, finding and reviewing inter- active mater ia ls in interactive video and CD-ROM formats , or doing collaborative projects wi th K-12 t eache r s and s tu- den ts a t remote locations.

The key is to bui ld technology appli- cat ions into t eacher educa t ion courses in an organized and sus t a ined m a n n e r t ha t will lead fu ture teachers from fa- miliarity to competence in applying avail-

SEPTEMBER 1996

Page 4: Preparing preservice teachers to use technology

able technology options. Universi ty fac- ul ty who lack the requis i te technologi- cal skills might cons ider col laborat ing with o ther facul ty or service cen te r per - sonnel to provide requi red ins t ruct ion.

Selecting Instructional Materials Another proficiency ta rge ted b y TEA ad- dresses teachers ' ability to select inst ruc- t ional mater ia l s and technologies tha t are developmentally appropriate and that engage in teres t in learning. This ability shou ld inc lude select ion of interact ive mater ia ls in interact ive video, CD-ROM, an d c o m p u t e r - b a s e d fo rmats . F u t u r e t eachers first need to k n o w a b o u t the capabil i t ies inheren t in these formats . They should be able to r u n var ious types of p rograms and know the s t rengths and l imitat ions of given formats .

Univers i ty faculty, too, need to be famil iar wi th the k i n d s of in te rac t ive med ia tha t are available, and with spe- cific so f tware t i t les g e r m a n e to given curr icu lar areas. They shou ld be able to demons t r a t e available sof tware and pro- vide preservice t eache r s wi th oppor tu - nit ies to use, explore, and evalua te it. To do these things, a proper ly equ ipped c o m p u t e r lab and an a d e q u a t e sof tware collection m u s t be established. Grau and Hirumi (1994) offer an excellent guide to select ing and eva lua t ing ins t ruc t iona l sof tware tha t shou ld be use fu l in some preservice teacher educa t ion cour ses (cf. Heinich et al., 1993).

Technology and Professional Development Using technological r e s o u r c e s to facili- ta te profess ional growth is ano the r tar - geted TEA proficiency. Key i s sues here inc lude defining profess ional goals, and p u r s u i n g t h o s e goa ls t h r o u g h va r i ed learning oppor tuni t ies .

Cur ren t technology affords the K- 12 t eache r with previous ly u n h e a r d of op- por tun i t i es for in te rac t ion wi th peers . The previously identified options for com- munica t ing with o thers apply here. In addition, the adven t of the World Wide Web and similar In te rne t c o m p o n e n t s provide oppor tuni t ies for on-line search- ing and i n fo rma t ion access . Fur the r ,

universi t ies , service centers , and local school distr icts provide oppor tuni t ies for profess ional deve lopment once the K- 12 t eache r en te r s the in-service category. Local, regional, and na t ional t echno logy c o n f e r e n c e s a f ford a d d i t i o n a l o p p o r - tuni t ies .

Universi ty educa to r s shou ld demon- s t ra te t echno logy-based opt ions for pro- fess ional development . Cour se ass ign- m e n t s s h o u l d r e q u i r e p r e s e r v i c e e d u c a t o r s to explore these opt ions and to apply t h e m appropr ia te ly . Other op- t ions for re la ted profess iona l develop- m e n t ou t s ide of the un ivers i ty se t t ing shou ld be m a d e clear.

Strategies for Enabling K-I 2 Teachers to Become Proficient This d i s c u s s i o n conc ludes b y offering some p lann ing and ins t ruc t iona l s t ra te- gies for enabl ing preservice t e ache r s to achieve the des i red competenc ies . They a re der ived f rom m y exper i ence a s a t eache r educa to r and ins t ruc t iona l de- signer, and from d i s cus s i ons wi th o the r un ivers i ty educa to r s involved in t eache r educat ion .

University faculty should collaborate in planning for sys temat ic , ongoing coverage of t echno logy proficiencies . A good place to s t a r t in s u c h p lann ing is to r e a c h c o n s e n s u s a b o u t w h i c h prof ic iencies are to be targeted. T h e n facul ty can work together to p lace the proficiencies in given courses and to con- s ider re la ted t each ing responsibi l i t ies . Team teaching m a y be an opt ion for de- livering requi red ins t ruct ion .

It is impor t an t to e m b e d coverage of technology t h r o u g h o u t the cu r r i cu lum, r a the r t h a n dealing wi th it in a single cour se toward the end of the p rog ram of s tudy. Cour se s tha t do a d d r e s s technol- ogy a s a ma in focus shou ld provide op- por tun i t i es to develop or se lect mater i - als t ha t a re tied to specific cha l lenges g e n e r a t e d in t e a c h i n g m e t h o d o l o g y courses .

Util ize a problem-solving approach. Considerat ion of technology in preservice c ou r se s shou ld be g rounded in the solv-

"Current technology

affords the K- 12

teacher with

previously unheard

of opportunities for

interaction with

peers."

SEPTEMBER 1996 TECHTRENDS 21

Page 5: Preparing preservice teachers to use technology

ing of p rac t ica l i n s t ruc t i ona l p rob l ems tied to c u r r i c u l a r i ssues . Technology is a m e a n s to an end. Applying t echno logy for its own sake is u s u a l l y inappropr i - ate, t h o u g h it m a y be accep tab le as a s ta r t ing po in t for technologica l novices.

Make sure tha t s t u d e n t s ' prerequis i t e ski l l s are in place. The d i l emma h e r e is t h a t s t u d e n t s pos- sess wildly vary ing degrees of c o m p u t e r skills. Those lacking skill a re a t a disad- v a n t a g e to s t a r t in c o m p u t e r - r e l a t e d courses . In o rder to i n su re t ha t s t u d e n t s pos se s s r equ i r ed en t ry skills for a given course , cons ide r p re tes t ing them. Those lacking the r equ i r ed en t ry skills shou ld e i ther be d i rec ted to comple te an a l ter - native, more f u n d a m e n t a l course or oth- erwise be "b rough t up to speed" to en- s u r e t h e y h a v e t h e b e g i n n i n g sk i l l s needed to s u c c e e d in the course . One opt ion is to a s s u m e t h a t all s t u d e n t s are n o v i c e s a n d i n c l u d e d i s k h a n d l i n g , m o u s i n g skills, file m a n a g e m e n t , a n d o t he r bas ic c o m p u t i n g skills in an in- t r o d u c t o r y course .

Procure the required fac i l i t i es and mater ia ls . In o rde r to l ea rn a b o u t technology, s tu- den t s a n d facul ty m u s t have access to the app rop r i a t e h a r d w a r e a n d software. Care m u s t be t a k e n to specify r ea son - able, "doable" cur r icu la r goals and learn- ing act ivi t ies t h a t a re c o n s i s t e n t wi th available technologica l r e sou rces .

Provide day-to-day ins truct ion that addresses l imited content , promotes succes s , and is "hands-on" in nature. Universi ty educa t o r s shou ld take care to l imit the a m o u n t of ma te r i a l t hey at- t e m p t to cover wi th in a single l e sson on t echno logy . The " less is more" adage appl ies here . Lea rn ing activit ies shou ld requi re s tuden t s ' active involvement and p r o m o t e t h e i r s u c c e s s . I n s t r u c t o r s shou l d provide explici t i n s t ruc t i on pr ior to asking s t u d e n t s to d e m o n s t r a t e a skill and shou ld avoid ass igning excessively diff icult t a s k s t h a t h a v e n ' t b e e n fully s tudied.

Provide o p p o r t u n i t i e s for exp lora t ion and co l laborat ive work. Preservice t eache r s need to "get comfort- able" us ing c o m p u t e r s a n d o the r tech- nologies. This c an be accompl i shed by

providing oppor tun i t i e s for o p e n - e n d e d explorat ion of ins t ruc t iona l software and c o m p u t e r app l i ca t i ons . Co l l abora t ive activit ies in which two or more s t u d e n t s work toge the r are also helpful in this regard.

Conclusion I recognize the complexi ty of enab l ing f u t u r e t e ache r s to apply technology. Po- litical a n d b u d g e t a r y i s sues exist ing at individual t eacher educa t ion ins t i tu t ions add to the complexity. This d i scuss ion is offered as a con t r ibu t ion to the ongo- ing dia logue a m o n g all c o n c e r n e d pe r - sons. T e a c h e r educa to r s , in addi t ion to a t t end ing to s ta te adop ted proficiencies, m u s t exchange ideas wi th each other, wi th s tuden t s , with school t eache r s and adminis t ra tors , and with member s of the c o m m u n i t y . The re is also need for re- lated r e sea rch tha t can guide the t eacher e d u c a t i o n effort (see Robin, Price, Willis & Willis, 1996).

No one denies the pe rvas iveness of t e c h n o l o g y in t oday ' s world. T e a c h e r educa to r s m u s t cont inual ly strive to pre- pa re preservice t eache r s for dealing with t h a t world and for enabl ing the i r own K-12 s t u d e n t s to mee t tomorrow's soci- etal and technological chal lenges.

R e f e r e n c e s

Brooks, J. G. , & Brooks, M.G. (1993). The Case for Constructivist Classrooms. Association for Supervision and Curriculum Development. Alexandria. VA.

Driscoll, M. P. (1994}. Psychology of Learning for Instruction. Boston. Allyn and Bacon.

Grau, I. & Hirumi, A. (1994}. Educational Appli- cations of Computer Technology: A Guide to Selecting & Evaluating Instructional Software. Instructional Technology University of Hous- ton, Clear Lake.

Heinich, R., Molenda, M., & Russell, J. D. (1993). Instructional Media and the New Tech- nologies of Instruction (4th ed.). New York Macmillan.

Robin, B., Price, d. D, Willis, J., & Willis, D.A. (Eds.} (1996}. Technology and Teacher Educa- tion Annual. Charlottesville, VA. Association for the Advancement of Computing in Educa- tion.

Texas Education Agency (1994). ExCET Prepara- tion Manual: Professional Development. Aus- tin, TX, Author.

Texas Education Agency. (1995). Learner-Cen- tered Schools for Texas: A Vision for Texas Educators. Austin, TX, Author.

22 TECHTRENDS SEPTEMBER 1996