Instructional Technology Leadership Academy for Pre-Service Teachers

Day of Scholarship 2013

Presenters: Norma Boakes, EDUC Amy Ackerman, MAIT Students of ITLA…..

Louis Apalucci Toni Capilli

Debra O’Kane Christine Padovani Michael Padovani

Rachel Scott Kate Scelso-Sheeran

Becca Sims

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

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 4650

Advanced 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)

Research design

• Two groups

• Experimental- normal course load in TEDU plus the advanced tech course and ITLA experiences

• Control- normal course load in TEDU

• Experimental study with mixed methods

• Quantitative via pre- and post-test

• Qualitative through review of artifacts and observation of teaching

• Length of study- one semester

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

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

Results of 2nd cohort on efficacy survey

• 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 review of lesson plans

• 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-spring13.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 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

Socrative - interactive

assignments

FAKEbook- make a “fake” Facebook page and converse with animals, famous people

Twitter- share lesson plans

Educreations - “present” lessons that students can view from anywhere!

Louis Apalucci Psychology Major, Introduction Semester of my Elementary Education, with intent on certification for Middle School Math and Social Studies

Examples of Technology:

Smartboards- Implement many interactive lessons

iPods- Take pictures,

implement games in the classroom

with the apps in small groups.

Elementary Education-Middle School Math and English Certification

Intermediate Semester

Click here for classroom video

Jing as a tool to teach and capture student work.

Intermediate Semester Elementary Education

w/ Middle School Specializations in Math & LA

Collaborating about teaching in Pinterest

Assessing students w/handheld devices

using Socrative

Making presentations

“pow”

Interactive whiteboard lessons

Katie Scelso-Sheeran Elementary Education Introductory Semester

Socrative Who knew taking a “quiz” could be so much fun?!

iPod Touch The iPod Touch is a fast, portable device great for taking pictures, video recording, and documenting experiences. There also great apps for learning.

Skype Skype is a great way to bring resources into your classroom! You can record a session on your iPod Touch and post it on your class website or blog!

Vokis Make an avatar for students and the teacher.

Google Reader As a tool for the classroom

MICHAEL PADOVANI Secondary English Certification Intermediate Semester

Used for making tutorials for students

For capturing classroom actions and apps to study

vocab

To allow students to record and view themselves for

projects

Teaching with an interactive whiteboard

21st century quiz taking

Speaking to people from around the

globe

Rachel Scott Intermediate Semester

Elementary/Middle School Math and Language Arts

Learned how to use templates on SMART Exchange to help me create engaging SMART Board lessons.

Learned about using Delicious as a social bookmarking tool to keep track of different online resources.

Using Evernote on my iPod Touch to organize and keep track of lessons and materials.

Using the Show Me app to have students demonstrate and talk about how they solve math problems.

Camera allows me to take photos of my experience and examples of student work and activities.

Facebook for education

Rebecca Sims Psychology/Elementary Education Currently Introductory Semester

Class Dojo: track students

Socrative: use for surveys, quizzes, warm ups, ect.

Quizlet: self-study material

Student product for the long term assessment in

fieldwork

Data to be analyzed

• Technology confidence quantitative survey results- given multiple times to both ITLA and non-ITLA

• Lesson plan artifacts and level of technology use- ITLA versus non-ITLA students

• Pre- and post- of technology knowledge prompts of ITLA

• Focus group responses of ITLA graduates

Email:

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

Amy Ackerman, MAIT- Amy.Ackerman@stockton.edu

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

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.