Equipping the Next Generation of Teachers was written in the Journal of Digital Learning in Teacher Education (vol. 27 Num 1). This paper was written to prove that a teachers technology skill does not necessarily mean that they are equipped to integrate it into their classroom seamlessly. The ability to integrate technology into classroom curriculum is a process that many new teachers are not getting. The authors of this paper found that 100% of all teacher preparation programs in the US said that they do provide instruction on technology integration.
A surprising comment found in the paper was that many of the faculty admitted to failing in giving appropriate modeling for students because they themselves struggle with keeping up with current technologies. Many students in the paper acknowledge that they learn most of their technology integration through inservices rather than their teacher preparation classes.
This study addressed two research questions:
1. What are the perceptions of technology experiences used to prepare teachers to use technology?
2. What are the perceptions of technology topics used to prepare teachers to use technology?
So the results of the this study found that 60% of institutions required an educational technology course in their teacher preparation, but only 44% required an actual project or activity in a teaching methods course. I also found it interesting that only 25% of the institutions required students to observe classroom integration of technology. I think that would of been very beneficial for students.
Although many teacher preparation classes did not require a project or activity in the coursework, 60% do require student teachers to develop and/or implement technology during their field experience. The teacher preparation institutions did mark that they most commonly taught personal productivity and information presentation to their students. Using technology to analyze student achievement data was the least popular topic taught.
Apparently many institutions felt that the most important topic in their programs was using technology to facilitate professional growth and to teach computer literacy. A sad result found in the paper was that many other institutions felt that student teachers would get most of their technology training during their field experience and did not provide it during coursework. However, many faculty felt that technology does need to be included into the programs so students can practice and overcome barriers when they attempt to use technology in the classroom.
I completely agree with everything that this paper said. I finished my undergrad degree in the late 80's and technology was not even a topic of discussion. However, I have had several student teachers in my room and I encouraged them to use technology regularly and with purpose. Technology is a great resource to provide many different viewpoints and examples for students. It needs to be introduced and practiced during college coursework so professors can help mentor proper use and integration of the technology. I hope that APSU encourages, pushes, and demands good technology integration for under graduate teacher candidates during their coursework and field experiences.
Monday, February 20, 2012
Friday, February 17, 2012
TPACK: An Emerging Research and Development Tool for Teacher Educators
TPACK: An Emerging Research and Development Tool for Teacher Educators was published in The Turkish Online Journal of Educational Technology in October 2011. TPACK stands for Technological Pedagogical Content Knowledge and is a framework for researchers working to understand technology integration in learning and teaching. TPACK is used to explain how teachers are able to make sensible and creative choices in their use of technology.
The increase in technology has made it easier and more reliable for teachers to integrate it into their regular lessons which is changing the way teachers and students interact and learn. TPACK is used for designing and developing programs to equip teachers with a more interconnected knowledge that is concentrated on student learning. The letters TPACK stand for different combinations of knowledge that a teacher may exhibit:
The increase in technology has made it easier and more reliable for teachers to integrate it into their regular lessons which is changing the way teachers and students interact and learn. TPACK is used for designing and developing programs to equip teachers with a more interconnected knowledge that is concentrated on student learning. The letters TPACK stand for different combinations of knowledge that a teacher may exhibit:
- Technology knowledge (TK)
- Content knowledge (CK)
- Pedagogical kowledge (PK)
- Pedagogical content knowledge (PCK)
- Technological content knowledge (TCK)
- Technological pedagogical knowledge (TPK)
- Technological pedagogical content knowledge (TPACK)
So the focus of the research is upon teacher planning, and it encourages teachers to focus upon the content of their lessons. Once teachers have their content goals then they are able to incorporate the technology into the lesson.
I completely agree with this research and think the TPACK idea is worthwhile. If teachers are able to see where they fall in the diagram above, then they can begin to expand outward and become a well rounded technology integrated educator. By using all three areas equally students would be receiving an education above the rest and teachers would be working smarter and not harder.
I seem to be on to something...found this after writing my post:
I completely agree with this research and think the TPACK idea is worthwhile. If teachers are able to see where they fall in the diagram above, then they can begin to expand outward and become a well rounded technology integrated educator. By using all three areas equally students would be receiving an education above the rest and teachers would be working smarter and not harder.
I seem to be on to something...found this after writing my post:
Sunday, February 12, 2012
Teacher Training in Technology
Teacher Training in Technology by Brian Christiansen is a student paper written at San Diego State University. Although this is a student paper, he makes a lot of great points about teacher training and that is why I decided to share it with you. Christiansen starts his paper with the importance of a vision statement, but concludes with the fact that even more important than a vision is the teacher training.
He explains that technology should enhance classroom practices that "include two interconnected components: learning the general capabilities of the technology, and integrating the technology across the curriculum." He begins with an idea of how training should be set up. First computers should already be in the classrooms in order for teachers to follow up and use after the training sessions. He suggests that first trainings should be over hardware, how cables are connected and desktop navigation for the technology they have available.
Next. comes the introduction to software. He suggests that teachers have hands-on capabilities during these training sessions. An overview of the Internet is also appropriate for this training, getting teachers familiar with navigating the network and becoming familiar with the mechanics of technology.
Christiansen then begins talking about phase two, time for exploration and planning. He stresses that planning is most important in order for a teacher to incorporate technology into their lessons. He also suggests that teachers communicate with one another and mentor each other in order to continue to plan and implement technology into the curriculum. On going support is critical for teachers to feel comfortable and explore ideas on their own.
I could really relate to this paper because I'm in the process of working on my 6005 project and have found that teachers are not willing to just try something they are not familiar with. They want training, they want to know what the best practice is, they need support and tools to integrate technology into their classrooms. I admit, that I've been shocked as to the amount of professional teachers who are not as comfortable with technology as I am. I've always been around computers since high school (early '80's) because my dad was very "high tech" oriented. As students of Instructional Technology it is our "duty" to continue to pass the word and help those teachers even if it is one at a time.
He explains that technology should enhance classroom practices that "include two interconnected components: learning the general capabilities of the technology, and integrating the technology across the curriculum." He begins with an idea of how training should be set up. First computers should already be in the classrooms in order for teachers to follow up and use after the training sessions. He suggests that first trainings should be over hardware, how cables are connected and desktop navigation for the technology they have available.
Next. comes the introduction to software. He suggests that teachers have hands-on capabilities during these training sessions. An overview of the Internet is also appropriate for this training, getting teachers familiar with navigating the network and becoming familiar with the mechanics of technology.
Christiansen then begins talking about phase two, time for exploration and planning. He stresses that planning is most important in order for a teacher to incorporate technology into their lessons. He also suggests that teachers communicate with one another and mentor each other in order to continue to plan and implement technology into the curriculum. On going support is critical for teachers to feel comfortable and explore ideas on their own.
I could really relate to this paper because I'm in the process of working on my 6005 project and have found that teachers are not willing to just try something they are not familiar with. They want training, they want to know what the best practice is, they need support and tools to integrate technology into their classrooms. I admit, that I've been shocked as to the amount of professional teachers who are not as comfortable with technology as I am. I've always been around computers since high school (early '80's) because my dad was very "high tech" oriented. As students of Instructional Technology it is our "duty" to continue to pass the word and help those teachers even if it is one at a time.
Thursday, February 2, 2012
Technology and its use in Education: Present Roles and Future Prospects
Keith Courville wrote a paper entitled Technology and its use in Education: Present Roles and Future Prospects for a Recovery School District Technology Summit 2011. Courville begins the paper with a look at the present uses of technology in education. He mentions that technology has removed physical barriers to learning for both teachers and students. Teachers have greater accessibility to distance learning and personal learning networks. Students are learning new content that is removed from their daily lives. They are learning to balance checkbooks before they even have checking accounts. Courville also mentions how technology helps students visualize information and simulations turn passive learning into active learning.
Courville predicts that the use of technology in education will change the way we define learning objectives. Many objectives require memorizing and recitation of facts, but technology helps children learn necessary skills for research and evaluation of other resources. Which leads Courville to look at three major issues with technology: "the integration of modern technology into existing learning theory, the evaluation of the effectiveness of technology within instructional settings, and the trials of successful technology integration into similar fields." Technology must be supported by previous learning theories and not become a distraction. However, the concern comes with the fact that most learning theories were developed before our modern age of technology. He does point out that as long as technology meets the standards and principles established by state and federal guidelines it would work with all learning theories.
I agree with the paper Courville wrote. When using technology as a resource it enables students to view the material in a new way and allows them to personalize it and retain it. For teachers, the use of media broadens their social network and enables them to try new things and learn too. As long as teachers continue to follow the curriculum they have been given, technology can only help explain material more thoroughly and enable students to experience the world outside the classroom with virtual field trips. As far as the effectiveness of technology within instructional settings could easily be monitored with benchmark tests and random discussions with the children. Over time, if scores continually increase while technology use continually increases, then some credit will have to go to the technology and the teacher who used it effectively.
Courville predicts that the use of technology in education will change the way we define learning objectives. Many objectives require memorizing and recitation of facts, but technology helps children learn necessary skills for research and evaluation of other resources. Which leads Courville to look at three major issues with technology: "the integration of modern technology into existing learning theory, the evaluation of the effectiveness of technology within instructional settings, and the trials of successful technology integration into similar fields." Technology must be supported by previous learning theories and not become a distraction. However, the concern comes with the fact that most learning theories were developed before our modern age of technology. He does point out that as long as technology meets the standards and principles established by state and federal guidelines it would work with all learning theories.
I agree with the paper Courville wrote. When using technology as a resource it enables students to view the material in a new way and allows them to personalize it and retain it. For teachers, the use of media broadens their social network and enables them to try new things and learn too. As long as teachers continue to follow the curriculum they have been given, technology can only help explain material more thoroughly and enable students to experience the world outside the classroom with virtual field trips. As far as the effectiveness of technology within instructional settings could easily be monitored with benchmark tests and random discussions with the children. Over time, if scores continually increase while technology use continually increases, then some credit will have to go to the technology and the teacher who used it effectively.
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