2007 IST Conference
Learning and Teaching
Technology Integration
Dr. Brush Research Group
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Presenters:
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Jung Won Hur
Theano Yerasimou
Ying Wang
Claudius Rodgers
Andrew Barrett
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Additional Group
Members:
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Nilufer Korkmaz
Sunkyung Lee
Watson
Chun-Yi Lin
Purpose
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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
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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
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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
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Effective technology integration into
classrooms is being promoted as important
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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
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Improving the technology skills of
teachers
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Pre-service teacher training
Continuing education for teachers
Buy more and fancier technology
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SmartBoards, laptops, iPods, VOIP,
websites, voice recognition, tricorders, wiki
sites, collaboration tools, etc….
Problem Statement
1.
2.
Increased
accessibility of
technology in
K-12 classrooms
Pre-service
teachers need
to be trained
for effective
technology
integration
VS.
VS.
Limited effective
use of technology
for higher level
instruction
Not many exemplary
theoretical models that
have been successfully
implemented in teacher
education programs
Problems with this approach
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Technology skills ≠ Effective
Technology Integration
Poor integration may impede learning
The pace of technological change
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Cost of technology
Time to learn
Who are the experts in the technology
Theoretical explanations
Theoretical Explanations
1.
2.
3.
Lack of a link between theory and
practice
Knowledge separation from situations:
Situated learning theory
Pre-service teachers’ existing beliefs
1. Lack of a Link
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Problems: Theory to Practice
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Pre-service teachers do not have opportunities
to construct their own knowledge
Suggestions:
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Examples, concrete experience
On-going and in-depth reflection
2. Separation from Situations
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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:
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Opportunities to apply their knowledge and
skills in real classrooms
3. Existing beliefs
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Problems:
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Pre-service teachers’ prior beliefs keep them
from receiving new information
Lack of experience consider it as additional
work
Suggestions:
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Observation of effective classrooms
Discussion
Agenda
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The Problem (Andrew)
SiTI model: Part of solution (Jung
Won)
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Application of SiTI at IU (Ying)
Plan to evaluate the SiTI model
Questions
(Claudius)
Context of Study
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School of Education at IU
Previous technology program
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W200 (3 credits)
New technology program
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W201 (1 credit)
W301 (1 credit)
W401 (1 credit)
SiTI model
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SiTI (Situated Technology Integration)
model
Purposes of the model:
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To assist pre-service teachers in learning
technology integration
Help teacher educators develop technology
integration programs for pre-service teachers
SiTI model (Cont.)
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Underlying theory of the model:
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Situated learning theory
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Application of knowledge
Cognitive apprenticeship
Assisting pre-service teacher
with technology integration
Enhance Student Learning
Goals
improve technical
skills and knowledge
design technology-rich
lesson plans
Application
integrate technology lessons
develop positive
into actual classrooms
attitudes and beliefs
Integration of technology
into authentic environments
Exploration
How to teach subject with technology
Preparation
Technical skills and knowledge
Processes
Content
Collaboration with
method educators
& teachers in field
placements
Technical skills and knowledge
Pedagogical content knowledge
Technical skills and knowledge
- Basic tools
(e.g. operating systems, word
processing, spread sheets,
presentation tools etc)
- 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)
Pedagogical content knowledge
How to teach:
- technical skills
- various subjects with
technology
(including evaluation of
technological tools and
resources)
Cognitive Apprenticeship
(Brown et al, 1989)
Modeling
Coaching
Fading
reflection
Observation
modeling
fading
Application
reflection
Practice
reflection
Observation
Implementation
Implementation
reflection
Practice
Implementation
Coaching
fading
Exploration
Preparation
Coaching
Practice
Instructional Modeling
Observation
reflection
Technical modeling
reflection
Assisting pre-service teacher
with technology integration
Enhance Student Learning
Goals
improve technical
skills and knowledge
design technology-rich
lesson plans
Application
W401
integrate technology lessons
develop positive
into actual classrooms
attitudes and beliefs
Integration of technology
into authentic environments
Exploration
W301
How to teach subject with technology
Preparation
W201
Technical skills and knowledge
Processes
Content
Collaboration with
method educators
& teachers in field
placements
Agenda
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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
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W201- Preparation (face-to-face)
W301- Exploration (face-to-face)
W401- Application (blended learning)
W201
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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:
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demonstration problem solving
Skill assessment
W301
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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:
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Modeling activities
Technology inventory
Technology-rich lesson plan
Weekly reflections
Online portfolio
W401
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To help pre-service teachers implement a
technology-rich lesson in an actual
classrooms
Activities:
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Micro-teaching
Lesson implementation
Technology classroom observation
Agenda
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The Problem (Andrew)
SiTI model: Part of solution (Jung Won)
Application of SiTI at IU (Ying)
Plan to evaluate the SiTI model
(Claudius)
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Questions
Research Questions
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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
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Student teachers perception
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Course
Experiences in their classrooms
Research questions
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Value of courses
Skills for technology integration
Evaluation of SiTI
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Method
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In-depth Interviews
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Observations
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Audio recordings
Transcripts
Audio recordings
Transcript
Member-checking
Content Analysis
Agenda
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The Problem (Andrew)
SiTI model: Part of solution (Jung Won)
Application of SiTI at IU (Ying)
Plan to evaluate the SiTI model (Claudius)
Questions
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Learning and Teaching Technology Integration: Assisting Pre