PRESERVICE TEACHER GRADUATES’
TECHNOLOGY INTEGRATION
DISPOSITIONS: KNOWLEDGE,
ATTITUDES, AND CURRENT
BEHAVIORS
Joan E. Hug...
Conceptual Frame
 Teacher technology preparation moves from
“tech course” to “integrated”
 Teachers’ decision-making reg...
RESEARCH QUESTION:
WHAT ARE TEACHER GRADUATES’
KNOWLEDGE, ATTITUDES, AND
BEHAVIORS RELATED TO
TECHNOLOGY INTEGRATION?
Methods
 Participants: Fall 2008 (n=42), Spring 2009
(n=53), and Fall 2009 (n=20) from a southwestern
univ preservice pro...
Open-ended Questions
 Q1: “Describe the most valuable learning
technology (a technology you could not
imagine teaching wi...
Qualitative Analysis
 Counted # of technologies mentioned in Q1
 Explanatory ideas in Q1 & Q2 coded for
knowledge explan...
RESULTS
Attitude: Tech Self-Efficacy
 Moderate/High DigitalTechnology Self-
Efficacy
 Fall 2008 cohort: mean score of 3.10 (n=40...
Attitude:Learning Technology
 Strong positive dispositions towards the use of
learning technologies in classroom instruct...
Graduates’ Behaviors
Technology
Activity
% Reporting
Use
Frequency Purpose Skill
Communication 60% Daily /Weekly Mostly pe...
Knowledge: Most Valuable
Technologies Cited
 Most identified 1+
 F ‘08: 43 items (n=26)
 S ’09: 53 items (n=34)
 F ’09...
Knowledge: LT for teacher or
student?
 Identified 2 -3X more teacher uses of tech
than student uses
 F ‘08:Teacher LT=36...
Knowledge: Evidence in
Rationales
 Preservice graduates are relying mostly on
technological pedagogical knowledge (TPK) t...
Knowledge Types evidenced in ‘Most
Valuable LT’ Rationales, Fall 2008
96%
2%
0% 0% 0%
2%
0%
10%
20%
30%
40%
50%
60%
70%
80...
Knowledge Types evidenced in ‘Most
Valuable LT’ Rationales, Spring 2009
75%
6%
2%
5%
6% 6%
0%
10%
20%
30%
40%
50%
60%
70%
...
Knowledge Types evidenced in ‘Most
Valuable LT’ Rationales, Fall 2009
66%
19%
0%
3%
13%
0%
0%
10%
20%
30%
40%
50%
60%
70%
...
Knowledge: Depth of
Reasoning
 Mean number of explanatory ideas per
respondent
 F ‘08: 1.9 ideas
 S ’09: 1.8 ideas
 F ...
Visualization of Depth of Rationalization
Fall 2008
0 1 2 3 4 5
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
2...
Respondent #2, Fall 2008
LT: MicrosoftApplications:Word, Powerpoint, Excel
Rationale:Word can be used [to write lesson pla...
Visualization of Depth of Rationalization
Spring 2009
0 1 2 3 4 5
1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
Knowled...
Respondent #25, Spring 2009
LT: [Video clips usually fromYoutube.]
Rationale: [In English students almost always read Shak...
Visualization of Depth of Rationalization
Fall 2009
0 1 2 3 4 5
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Knowledge Reference...
Respondent #11, Fall 2009
LT: I was a post-bach student who first graduated in
2000. I have to say that I became much more...
Conclusion
 Graduates have high digital tech self-efficacy and
positive attitude toward LT
 50% graduates report technol...
JOANH@MAIL.UTEXAS.EDU
Please email me for a copy of the paper – we will gladly send it to you!
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Preservice Teachers' Dispositions Toward Technology Integration

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Research study that examined:
What are teacher graduates' knowledge, attitudes, and behaviors related to technology integration as they set off to become novice teachers?
Presentation at American Educational Research Association Annual Meeting: April, 2010.

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  • Movement from technology skills to infusion/integration within preservice programField has more recently begun to consider teachers’ knowledge – and many explorations of TPACK. In sum, when preservice teachers learn about technology embedded within disciplinary content, they may be more likely to develop TPACK that in turn, supports technology supported teaching and learning
  • Situated within a teacher education program that privileges ubiquitous computing …
  • TPK captures ideas relating to instruction, assessment, classroom management, NETS, and lesson plannig. Most cited TPK evidence was: (#6 general pedagogical tasks) - displaying information in more visible way, supporting research, accessing more information. Also #1 – motivating students; and #14 support lesson planning.
  • Conceptually – we argue that a rationale that contains a range of knowledge types represents thinking and decision-making that is more complex and reflects more depth.
  • Preservice Teachers' Dispositions Toward Technology Integration

    1. 1. PRESERVICE TEACHER GRADUATES’ TECHNOLOGY INTEGRATION DISPOSITIONS: KNOWLEDGE, ATTITUDES, AND CURRENT BEHAVIORS Joan E. Hughes, Ph.D. Yu-Chi NikkiWen University ofTexas atAustin
    2. 2. Conceptual Frame  Teacher technology preparation moves from “tech course” to “integrated”  Teachers’ decision-making regarding technology use for educative purposes is mediated by their existing knowledge, beliefs, and dispositions  Emphasize understanding teachers’ knowledge, attitudes, and behaviors in teacher research (Lawless & Pellegrino, 2007)
    3. 3. RESEARCH QUESTION: WHAT ARE TEACHER GRADUATES’ KNOWLEDGE, ATTITUDES, AND BEHAVIORS RELATED TO TECHNOLOGY INTEGRATION?
    4. 4. Methods  Participants: Fall 2008 (n=42), Spring 2009 (n=53), and Fall 2009 (n=20) from a southwestern univ preservice program that requires laptops  20-minute end-of-program survey  Selected data  attitudes (participant dispositions toward digital technologies and learning technologies)  behaviors (technology use)  knowledge (projected technology use in future classroom teaching)  Mixed Methods (descriptive stats; qualitative)
    5. 5. Open-ended Questions  Q1: “Describe the most valuable learning technology (a technology you could not imagine teaching without) that you or your students will use in the future, if available”  Q2: “Please explain why your chosen learning technology (listed above) is so valuable, such as its value to you and your students, how you or your students will use it, and what objectives it helps you reach?”
    6. 6. Qualitative Analysis  Counted # of technologies mentioned in Q1  Explanatory ideas in Q1 & Q2 coded for knowledge explanation represented (TPACK)  Coded for essence (not parts)  Codes represent integrated ideas  Coded # and type (student vs. tchr) of tech uses in Q1 & Q2
    7. 7. RESULTS
    8. 8. Attitude: Tech Self-Efficacy  Moderate/High DigitalTechnology Self- Efficacy  Fall 2008 cohort: mean score of 3.10 (n=40, variance=.29, SD=.54)  Spring 2009 graduates: mean score of 3.00 (n=51, variance=.32, SD=.56).  Fall 2009 cohort: mean score of 3.13 (n=20, variance=.29, SD=.54) *Teachers reported on a scale of 1-4 from Strongly disagree (1) to Strongly agree (4)
    9. 9. Attitude:Learning Technology  Strong positive dispositions towards the use of learning technologies in classroom instruction  Fall 2008 cohort: mean score 3.32 (n=40, variance=.152, SD=.39)  Spring 2009 cohort: mean score of 3.18 (n=50, variance=.153, SD=.39)  Fall 2009 cohort: mean score of 3.33 (n=19, variance=.080, SD=.28) Teachers reported on a scale of 1-4 from Strongly disagree (1) to Strongly agree (4); A response of (1) reflects a negative perspective of utilizing learning technologies in the classroom, while a (4) represents a positive outlook on learning technologies.
    10. 10. Graduates’ Behaviors Technology Activity % Reporting Use Frequency Purpose Skill Communication 60% Daily /Weekly Mostly personal Very skilled Web 46% Weekly Mostly personal Very skilled Productivity 52% Monthly / Weekly Mostly educational Very skilled Creation 38% Monthly or less Both personal & educational Very skilled
    11. 11. Knowledge: Most Valuable Technologies Cited  Most identified 1+  F ‘08: 43 items (n=26)  S ’09: 53 items (n=34)  F ’09: 26 items (n=15)  High prevalence of productivity software (PP, Word), general hardware (computers, projectors, doc cameras)  Few content-specific: word & imovie for publishing, math/rdg games, digital audio creation
    12. 12. Knowledge: LT for teacher or student?  Identified 2 -3X more teacher uses of tech than student uses  F ‘08:Teacher LT=36; Student LT=12  S ’09: Teacher LT=41; Student LT=16  F ’09: Teacher LT=14; Student LT=7  Skewness may dispose graduates to more teacher-centric technologies as practitioners
    13. 13. Knowledge: Evidence in Rationales  Preservice graduates are relying mostly on technological pedagogical knowledge (TPK) to justify their identified valuable technologies  Graduates possess depth of knowledge inTPK  TPK is very broad category
    14. 14. Knowledge Types evidenced in ‘Most Valuable LT’ Rationales, Fall 2008 96% 2% 0% 0% 0% 2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TPK TK CK TCK PK PCK FrequencyCited(%) Knowledge Type
    15. 15. Knowledge Types evidenced in ‘Most Valuable LT’ Rationales, Spring 2009 75% 6% 2% 5% 6% 6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TPK TK CK TCK PK PCK FrequencyCited(%) Knowledge Type
    16. 16. Knowledge Types evidenced in ‘Most Valuable LT’ Rationales, Fall 2009 66% 19% 0% 3% 13% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TPK TK CK TCK PK PCK FrequencyCited(%) Knowledge Type
    17. 17. Knowledge: Depth of Reasoning  Mean number of explanatory ideas per respondent  F ‘08: 1.9 ideas  S ’09: 1.8 ideas  F ’09: 2.0 ideas  Visualization represents each respondent’s # of explanatory ideas & type of knowledge associated with the ideas  Only a handful are complex (show depth and breadth)
    18. 18. Visualization of Depth of Rationalization Fall 2008 0 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Knowledge References in Rationale Respondent# TPK TK CK TCK PK PCK
    19. 19. Respondent #2, Fall 2008 LT: MicrosoftApplications:Word, Powerpoint, Excel Rationale:Word can be used [to write lesson plans,] [help students publish work], [communicate with students and parents.] Excel can be used [to organize data and create graphs of student progress.] [Powerpoint can be used to supplement lessons - the visuals it can help teachers create are great!] (Respondent #2, Fall 2008) LT: Microsoft Applications:Word, Powerpoint, Excel Rationale:Word can be used [to write lesson plans,] [help students publish work], [communicate with students and parents.] Excel can be used [to organize data and create graphs of student progress.] [Powerpoint can be used to supplement lessons - the visuals it can help teachers create are great!] (Respondent #2, Fall 2008) TPK TPK TPK TPK TPK
    20. 20. Visualization of Depth of Rationalization Spring 2009 0 1 2 3 4 5 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 Knowledge References in Rationale Respondent# TPK TK CK TCK PK PCK
    21. 21. Respondent #25, Spring 2009 LT: [Video clips usually fromYoutube.] Rationale: [In English students almost always read Shakespeare,] and [it is hard to read something that is suppose to be performed and get students actively engaged in the content] (Respondent #25, Spring 2009) LT: [Video clips usually fromYoutube.] Rationale: [In English students almost always read Shakespeare,] and [it is hard to read something that is suppose to be performed and get students actively engaged in the content] (Respondent #25, Spring 2009) TCK CK PCK
    22. 22. Visualization of Depth of Rationalization Fall 2009 0 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Knowledge References in Rationale Respondent# TPK TK CK TCK PK PCK
    23. 23. Respondent #11, Fall 2009 LT: I was a post-bach student who first graduated in 2000. I have to say that I became much more comfortable with Powerpoint throughout my teacher preparatory semesters. I also really enjoyed learning how to make in imovie. Rationale: [I have used numerous Powerpoint presentations in my college classes as well as in my placement.] Just recently [I was able to make a Powerpoint slide show showing the first graders pictures of kids in Ghana.] [We talked about the similarities and differences between our school and theirs.] I also was able to help a group of third graders with their imovies on animals. [I felt confident enough to answer their questions.] (Respondent #11, Fall 2009) TK TPK PK TK
    24. 24. Conclusion  Graduates have high digital tech self-efficacy and positive attitude toward LT  50% graduates report technology use; Most use for personal purposes  Only 38% report using Creation activities (most associated withWeb 2.0 affordances)  Graduates have well-developedTPK  Deep rationalization missing  Having strong or moderate technology self-efficacy and positive dispositions toward technology integration are not enough to infer deep use of TPACK
    25. 25. JOANH@MAIL.UTEXAS.EDU Please email me for a copy of the paper – we will gladly send it to you!

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