Learning and Teaching Technology Integration

Dr. Brush Research Group

Presenters: Jung Won Hur Theano Yerasimou Ying Wang Claudius Rodgers Andrew Barrett

Additional Group Members: Nilufer Korkmaz Sunkyung Lee

Watson Chun-Yi Lin

2007 IST Conference

Purpose Explore if technology is being

effectively integrated into K-12 classrooms

Introduce our technology integration model, SiTI (Situated Technology Integration)

Present our evaluation study that examines the effectiveness of the SiTI model

Agenda

The Problem (Andrew)

SiTI model: Part of solution (Jung Won)

Application of SiTI at IU (Ying)

Plan to evaluate the SiTI model (Claudius)

Questions

Agenda

The Problem (Andrew)

SiTI model: Part of solution (Jung Won)

Application of SiTI at IU (Ying)

Plan to evaluate the SiTI model (Claudius)

Questions

The Problem Effective technology integration into

classrooms is being promoted as important Increase student learning More capable workforce and citizens

Access to technology in the classroom is up Most technology integration into

classrooms is at a low level What can be done to improve the

effectiveness of technology integration in the classroom?

Most Common Approaches

Improving the technology skills of teachers Pre-service teacher training Continuing education for teachers

Buy more and fancier technology SmartBoards, laptops, iPods, VOIP,

websites, voice recognition, tricorders, wiki sites, collaboration tools, etc….

Problem StatementIncreased accessibility of technology in K-12 classrooms

Limited effective use of technology for higher level instruction

VS.

Pre-service teachers need to be trained for effective technology integration

Not many exemplary theoretical models that have been successfully implemented in teacher education programs

VS.

1.

2.

Problems with this approach Technology skills ≠ Effective

Technology Integration Poor integration may impede

learning The pace of technological change

Cost of technology Time to learn Who are the experts in the technology

Theoretical explanations

Theoretical Explanations

1. Lack of a link between theory and practice

2. Knowledge separation from situations: Situated learning theory

3. Pre-service teachers’ existing beliefs

1. Lack of a Link

Problems: Theory to Practice Pre-service teachers do not have

opportunities to construct their own knowledge

Suggestions: Examples, concrete experience On-going and in-depth reflection

2. Separation from Situations

Situated learning theory: learning and knowledge is situated in which the knowledge arises and utilizes.

Problem: Pre-service teachers are frequently asked to learn abstract concepts separated from activities in real situations

Suggestions: Opportunities to apply their knowledge

and skills in real classrooms

3. Existing beliefs

Problems: Pre-service teachers’ prior beliefs keep

them from receiving new information Lack of experience consider it as

additional work Suggestions:

Observation of effective classrooms Discussion

Agenda

The Problem (Andrew)

SiTI model: Part of solution (Jung Won)

Application of SiTI at IU (Ying)

Plan to evaluate the SiTI model (Claudius)

Questions

Context of Study

School of Education at IU Previous technology program

W200 (3 credits) New technology program

W201 (1 credit) W301 (1 credit) W401 (1 credit)

SiTI model

SiTI (Situated Technology Integration) model

Purposes of the model: To assist pre-service teachers in

learning technology integration Help teacher educators develop

technology integration programs for pre-service teachers

SiTI model (Cont.)

Underlying theory of the model: Situated learning theory

Application of knowledge Cognitive apprenticeship

Collaboration with method educators& teachers in field placements

Preparation

Exploration

Application

Processes

Technical skills and knowledge

How to teach subject with technology

Integration of technology into authentic environments

Content

Goalsimprove technical

skills and knowledge design technology-rich

lesson plans

integrate technology lessons

into actual classrooms develop positive

attitudes and beliefs

Assisting pre-service teacher with technology integration Enhance Student Learning

Technical skills and knowledge Pedagogical content knowledge

Technical skills and knowledge Pedagogical content knowledge

- Basic tools (e.g. operating systems, word processing, spread sheets, presentation tools etc)

How to teach:- technical skills- various subjects with

technology(including evaluation of

technological tools and resources)

- Multimedia authoring tools (e.g. animation, graphic, sound,

video, and web design etc)

- Web tools (e.g. search engine, email etc)

- digital hardware(e.g. Smartboards, scanners,

digital cameras, etc)

- emerging technologies(e.g. wikis, podcasts, handheld etc)

- subject specific tools(e.g. simulations, games, websites within subject areas- math, science, etc)

Cognitive Apprenticeship (Brown et al, 1989)

Modeling Coaching Fading

Preparation

Exploration

Application

Tech

nic

al m

od

elin

g

Inst

ruct

ional

Modelin

g

Coach

ing

fadin

g

Observation Practice Implementation

modeling Coaching fading

Observation Practice Implementation

Observation Practice Implementation

reflection reflection

reflection reflection

reflection reflection

Goalsimprove technical

skills and knowledge design technology-rich

lesson plans

integrate technology lessons

into actual classrooms develop positive

attitudes and beliefs

Collaboration with method educators& teachers in field placements

Preparation

Exploration

Application

Processes

Technical skills and knowledge

How to teach subject with technology

Integration of technology into authentic environments

Content

Assisting pre-service teacher with technology integration Enhance Student Learning

W201

W301

W401

Agenda

The Problem (Andrew)

SiTI model: Part of solution (Jung Won)

Application of SiTI at IU (Ying)

Plan to evaluate the SiTI model (Claudius)

Questions

Application of SiTI

W201- Preparation (face-to-face) W301- Exploration (face-to-face) W401- Application (blended learning)

W201

To develop basic computer skills To be aware of various programs that

can be used in K-12 settings To increase comfort level with

technology Activities:

demonstration problem solving Skill assessment

W301 To understand effective instructional strategies

with regard to technology integration in K-12 classrooms

To understand technology environments in actual schools

To continually develop technological skills and knowledge

Activities: Modeling activities Technology inventory Technology-rich lesson plan Weekly reflections Online portfolio

W401

To help pre-service teachers implement a technology-rich lesson in an actual classrooms

Activities: Micro-teaching Lesson implementation Technology classroom observation

Agenda

The Problem (Andrew)

SiTI model: Part of solution (Jung Won)

Application of SiTI at IU (Ying)

Plan to evaluate the SiTI model (Claudius)

Questions

Research Questions

Evaluate the model Improve the model To what extent do pre-service

teachers achieve the goals of the courses

What are the pre-service teachers needs in terms of learning effective teaching questions

Evaluation of SiTI

Student teachers perception Course Experiences in their classrooms

Research questions Value of courses Skills for technology integration

Evaluation of SiTI

Method In-depth Interviews

Audio recordings Transcripts

Observations Audio recordings Transcript

Member-checking Content Analysis

Agenda

The Problem (Andrew)

SiTI model: Part of solution (Jung Won)

Application of SiTI at IU (Ying)

Plan to evaluate the SiTI model (Claudius)

Questions