Teacher Design Decisions during Technology Integration

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Presented at AECT 2009 International Convention

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Teacher Design Decisions during Technology Integration

  1. 1. Teacher Design Decisions during Technology Integration Susan Marie Hart Presenter The Association for Educational Communications and Technology International Conference October 31, 2009
  2. 2. Background <ul><li>Millions spent providing </li></ul><ul><ul><li>Hardware and software to schools </li></ul></ul><ul><ul><li>Grants to educate teachers in technology use </li></ul></ul><ul><li>Federal and professional standards set </li></ul><ul><ul><li>No Child Left Behind </li></ul></ul><ul><ul><li>National Education Technology Plan </li></ul></ul><ul><ul><li>ISTE – NETS Standards </li></ul></ul>
  3. 3. Issue <ul><li>Students not routinely taught to use technology in meaningful ways </li></ul><ul><ul><li>Lower levels of Bloom’s taxonomy </li></ul></ul><ul><ul><li>Internet research, word processing </li></ul></ul>
  4. 4. Conceptual Model Background Characteristics Teacher design decisions while integrating technology into lessons Instructional Design Practices Technology Integration Practices Contextual Factors Pedagogical Beliefs about Technology Instructional Design Beliefs and Practices Inputs Processing Outputs
  5. 5. Research Questions <ul><li>Models or principles that guide design? </li></ul><ul><li>How is technology integrated? </li></ul><ul><li>Level of technology use? </li></ul><ul><li>Influence of pedagogical beliefs? </li></ul><ul><li>Influence of contextual issues? </li></ul><ul><li>Influence of teacher backgrounds? </li></ul>
  6. 6. Research Design Background Questionnaire Design Session – Think Aloud Protocol Post-Design Session Interview Warm-up Exercise Design Exercise
  7. 7. Design Exercise
  8. 8. Design Exercise
  9. 9. Design Exercise
  10. 10. Design Exercise
  11. 11. Results Teacher Design Practice Analysis -Learners -Environment -Content -Objectives Design -Reflecting/Revising -More analysis -Prior experience -Content knowledge -State standards Strategies -Motivational -Teacher-based (61%) -Student-centered (39%) -Internet research -Learning styles ackn. -Lower levels Blooms Development -Materials- create -Materials – public -Materials - personal Implementation -Resource availability -Macro & micro timing -Management –tech. -Management – general -Parent & school Assessment -Rubrics -Electonic/non-elec. presentations -Tests, papers, classwork -Group projects
  12. 12. <ul><li>Teacher Use </li></ul><ul><ul><li>Productivity and communication </li></ul></ul><ul><ul><li>Research </li></ul></ul><ul><ul><li>Instruction- pp; Inspiration; movies; music </li></ul></ul><ul><ul><li>Hardware – laptop, datashow, dvd player </li></ul></ul><ul><ul><li>Class website </li></ul></ul>Results Teacher Technology Integration
  13. 13. <ul><li>Student Use </li></ul><ul><ul><li>Internet – research; images </li></ul></ul><ul><ul><li>Presentations – PP; Flickr </li></ul></ul><ul><ul><li>Type papers </li></ul></ul><ul><ul><li>Publish books of poetry </li></ul></ul>Results Teacher Technology Integration Teachers very non-specific in how their students could use the technology available.
  14. 14. <ul><li>Degree of administrative and technical support </li></ul><ul><li>Ease of access to current and working technology </li></ul><ul><li>Appropriate training for students and teachers </li></ul><ul><li>Opportunities to collaborate with colleagues </li></ul><ul><li>Clear technology policies </li></ul>Results Contextual Issues
  15. 15. <ul><li>Preparation for present and future </li></ul><ul><li>Nice, but not necessary, for learning </li></ul><ul><li>Can impede learning </li></ul><ul><li>Use for learning enhancement or reinforcement </li></ul><ul><li>Use because of learner preference </li></ul><ul><li>May improve efficiency of instructional delivery </li></ul><ul><li>Use for research </li></ul>Results Pedagogical Beliefs Technology ….
  16. 16. <ul><li>Directed students in use of Internet </li></ul><ul><li>Used school or class websites </li></ul><ul><li>Emphasis on resource availability during implementation </li></ul><ul><li>Emphasized micro timing of lessons </li></ul><ul><li>All four integrated some use of technology </li></ul>Results Effect of IT Degree
  17. 17. Other Influences <ul><li>Not a priority in teachers’ schools or districts </li></ul><ul><li>Subordinated due to multiple competing instructional priorities </li></ul><ul><li>Teachers not comfortable using technology with students </li></ul><ul><li>Pedagogical beliefs did not support using technology for instruction </li></ul><ul><li>Design exercise characteristics may have influenced technology integration choices </li></ul>
  18. 18. Suggestions – Pre-service <ul><li>Complete courses in which software packages and Internet skills are taught </li></ul><ul><li>Teach technology integration during methods courses </li></ul><ul><li>Technology-rich field experiences – observing and teaching </li></ul>
  19. 19. <ul><li>Shared vision – teachers and administrators </li></ul><ul><li>Tie technology use to curricular goals and achievement test success </li></ul><ul><li>Small successes – one course at a time </li></ul>Suggestions – In-service
  20. 20. <ul><li>Standardized professional development model (Hew and Brush, 2007) </li></ul><ul><ul><li>Train in relevant technology </li></ul></ul><ul><ul><li>Show how to apply technology in pedagogically sound ways </li></ul></ul><ul><ul><li>Teach technology-related classroom management skills </li></ul></ul><ul><ul><li>Provide opportunities for teacher networking and professional learning communities </li></ul></ul>Suggestions – In-service
  21. 21. Comments?

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