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ITLA Presentation at AACTE 2013


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This presentation was at the 2013 annual conference of the American Association of Colleges of Teacher Education (AACTE).

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ITLA Presentation at AACTE 2013

  1. 1. Instructional Technology Leadership Academy for Pre- Service Teachers AACTE 2013 Presenters:Norma Boakes, Associate Professor of EducationDouglas Harvey, Associate Professor of Education
  2. 2. Richard Stockton College of NJGalloway, New Jersey•About 8,000 students•7000 of those areundergraduates•½ FTF, ½ Transfer(last academic year)•About 200 studentteachers currently•College organized in“Schools”•Within “Schools” arePrograms•The Teacher EducationProgram (TEDU) housedin the School ofEducation
  3. 3. 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
  4. 4. Seeking to overcome challenges to better preparingpre-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 fieldworkResult of discussions among SOE faculty
  5. 5. 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)
  6. 6. Lambert & Gong (2010) reported value of even a single stand-alone course in improving pre-service teacher self-efficacyErtmer & Ottenbbreit-Leftwich (2010) note four variables,including self-efficacy and pedagogical beliefs, that interact toimpact how pre-service teachers should be prepared fortechnology integrationWard and Overall (2010) found that pre-service teachers showedpositive gains in both competency and confidence whenlearning technology in conjunction with content-area pedagogycourses.
  7. 7. Honors-style Instructional TechnologyLeadership Academy (ITLA) to increaseopportunities for pre-service teachers to gainconfidence, knowledge, and skillProvide select group of pre-service teacherswith a technology-focused learningopportunityEncourage a small group of new teachers tobecome teacher-leaders in the area oftechnology integration
  8. 8. Students apply to program - selectively chosen according to criteriaestablished by SOEThose 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.
  9. 9. 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)• Current cohort:
  10. 10. Self-efficacy measurement Measure degree of reported self-efficacy with technology integration among Instrument: Technology Integration Confidence Scale (TICS) Jeremy Browne - 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 coursesTechnology Integration in the field Use of proprietary measure (Metiri Group) for technology integration of student teaching/fieldwork lessons
  11. 11. Technology Self Efficacy Survey -33 items -6 response scale ranging from not confident at all to completely confident Instrument used was based on Browne (2009) Technology Integration Confidence Scale and NETS*T standards from ISTE
  12. 12. Classrooms for the Future LessonObservation Instrument•Lesson observation broken into 3 parts- 1st third, 2nd third, and finalthird 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 For more information on instrument go to:
  13. 13. ImplementationWith any new program comes the challenge of implementation. Some of the issues we faced and addressed included:- What students should be considered for ITLA? How do we get them interested in joining?- When, in the professional education course sequence, do we offer it?- Finding tech-savvy fieldwork teachers to pair with ITLA students- Getting funding for the technology
  14. 14. 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
  15. 15. 2nd ITLA Cohort- 2012ITLA retooled to be a one-semester add on toteacher 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
  16. 16. A quick look at data from 2 ndcohort of ITLA• 7 ITLA students for Spring 2012 cohort matched with 7 non- ITLA students• ITLA students: • Took 3 credit advanced technology integration course • Received iPod touch to use with fieldwork experiences• Research methods • Pre- and post-test of TICS instrument to measure tech self- efficacy • Reviewed lesson plans by ITLA versus non-ITLA
  17. 17. Results of 2 cohort nd• 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
  18. 18. Results of 2 cohort nd• 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
  19. 19. Current course Wiki: Used to house all course details Students track work and collaborate via wikiAll ITLA students given iPod Touch for use during course headsets and working on purchase of Chromebooks for nextcohortFirst 5 sessions focus on exploration of tools in 4 main areas &speaking w/K-12 expertsNext 5 sessions online via Google Hangout w/featured topic eachweek and time to collaborate w/instructor and other studentsLast 2 sessions for sharing experiences and preparing for next termITLA Ning: (includes first ITLA alumni)
  20. 20. TICS Pre-Test Results for Spring 2013**28 items (5 points per item- level of self efficacy) ITLA students efficacy (SE) average total score: 121.70 (n=11) INTC 3610 SE average total score: 110.00 (n=27) EDUC 4101 SE average total score 111.44 (n= 35) EDUC 4600 SE average total score 119.79 (n=26)
  21. 21. ITLA INTC 3610 EDUC 4101 EDUC 4600I - Technology 4.74 3.94 4.29 4.51Operations andConcepts 1-8II - Planning andDesigning Learning 4.41 4.12 4.02 4.30Environments andExperiences 9-15III - Teaching,Learning, and the 4.14 3.98 3.96 4.24Curriculum 16-20IV - Assessment andEvaluation 21-24 4.25 3.95 4.00 4.34V - Productivity andProfessional Practice 3.90 3.67 3.30 3.6725-28
  22. 22. ITLA pre-test on aspects of tech knowledge• A set of 10 open-ended questions were reviewed for accuracy• Mostly understood • 21st century skills- highest • Technology for assessment • Meaning of instructional technology • Some knowledge but limited • Use of social media in classroom • Wiki versus blog • Engaging students • Online learning • Minimal to no knowledge of • Learning management systems • Flipped classrooms • When to select technology for teaching
  23. 23. Qualitative -Teaching Observations A ITL a nt A art icip Student teaching – Geometry at high school level P Technology Available Organization of room Document camera; Rows then interactive whiteboard; switched to clusters of 3 4 computers in back of room + teacher computer Style and Strategies 2/3 of class didactic teaching of basic skills 1/3 of class somewhat constructivist and trying for slightly more complex and higher order skills Teacher led discussion and questioning, with informal collaborative learning
  24. 24. Qualitative -Teaching Observations ITLAParticipant nt B a B Student teaching – Math at 7th grade level P articip Technology Available Interactive whiteboard; Organization of room Presentation software Rows response system; teacher computer Style and Strategies 2/3 of class didactic teaching of basic skills 1/3 of class somewhat constructivist Teacher led discussion and questioning Worked examples on SMART Board and used response system to check student comprehension
  25. 25. With new group starting, plans are too: Compare pre-post ITLA students to TEDU students TICS for self-efficacy Field Observations Portfolios of coursework
  26. 26. 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.
  27. 27. Email: Norma Boakes, EDUC- Doug Harvey, MAIT- harveyd@stockton.eduBlogs: or