Curt Bonk, Indiana University
Co-Director of TICKIT Program
Associate Professor
President, CourseShare.com
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk

T eacher I nstitute for C urriculum
K nowledge about I ntegration of
T echnology
(http://www.indiana.edu/~tickit) http://www.indiana.edu/~tickit/

Technology integration is when a teacher thinks about and utilizes technology to accomplish some teaching and learning goal. It is integrated when the thought and action occur seamlessly. It is integrated when the learners do not need extensive direction or training with each new tool or technology. It is integrated when the form of the technology is not prespecified and the teacher does not describe him or herself a certain type of technology teacher (e.g., a Web instructor or an expert at movie digitalization).
(Bonk, March 7, 2001)

Thoughtful use of technology enhances, extends, or transforms one's teaching and learning environment. It can enhance it by enabling learners to do something they could not before. It can extend it by enabling learners to work with others or other resources that they could not before. And it can transform it by enabling learners to generate content or curriculum materials for the class.
(Bonk, March 7, 2001)

Hannafin and Savenye (1993)
• Believe the software is poorly designed
• Become frustrated in how to use.
• Do not want to look stupid
• Do not believe that computers enhance learning
• Fear losing control and being in the center
• See computers competing with other academic tasks
• See time and effort to use as too great
• Fear upsetting unsupportive administrators

st
• Locate and select information
• Segment info into useful categories
• Interpret and summarize information from multiple sources
• Collaborating productively in teams
• Understanding multiple perspectives
• Reasoning and thinking critically

• In-service teacher education program
• Rural schools in southern Indiana
• Primarily school-based
• Supported by participating school systems, Arthur Vining Davis
Foundations and Indiana University

• Just completed our fourth year
• Funded for at least 2002-2003
• Cohorts of five teachers from each school corporation
• Usually 5-6 corporations
• First two years all grade levels; now
MS & HS only

• Teach two class technology projects
• Give back to school
• Asynchronous conferencing
– Progress reports and idea exchange
• Action research and reporting o Written reports to course instructor o Oral report to TICKIT colleagues o Oral report to a local school group o Formal report at a state conference

 Situate staff development activities in classrooms
 Teams of teachers, not individuals
 Constructivist learning approach modeled by facilitators
 Ongoing conversation and reflection about practice
 Teachers develop lessons or units, and actually teach them
 Provide long-term follow-up support

• Knowledge, skill, & confidence
• Thoughtful infusion of technology
• Help schools capitalize on their technology investments
• Deeper student learning
• Leadership cadres in schools
• Link schools and university

TICKIT Training and Projects:
• Web: Web quests, Web search, Web edit/pub.
– Includes class, department, or school website.
• Write: Electronic newsletters, book reviews.
• Tools: Photoshop, Inspiration, PowerPoint.
• Telecom: e-mail with foreign countries Key pals.
• Computer conferencing: Nicenet.org.
• Digitizing: using camera, scanning, digitizing.
• Videoconferencing: connecting classes.
• Web Course: HighWired.com, MyClass.net,
Lightspan.com, eBoard.com

• Collab with students in other countries
• Make Web resources accessible
• Experts via computer conferencing (or interview using e-mail)
• Reflect & Discuss on ideas on the Web.
• Put lesson plans on Web.
• Peer mentoring.
• Other: role play, scav hunts.

1. Reading Reactions
2. Debates
3. Critical Friend Interactions
4. Expert Chats and Team Chats
5. Web Resource Reviews
6. Free Technology Reviews
7. Technology Integration Reviews
8. Thoughtful Reflections
9. Role Play
10.Gallery Tours

1. Give a set of articles.
2. Post reactions to 3-4 articles that intrigued them.
3. What is most impt in readings?
4. React to postings of 3-4 peers.
5. Summarize posts made to their reaction.
(Note: this could also be done in teams)

1. Select controversial topic (with input from class)
2. Divide class into subtopic pairs or quads: 1-2 critics and 1-2 defenders.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5.
Rebut person in one’s pair
6.
Reply to 2+ positions with comments or q’s
7. Formulate and post personal positions.

1. Assign a critical friend (perhaps based on commonalities).
2. Post weekly updates of projects, send reminders of due dates, help where needed.
3. Provide criticism to peer (I.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening.
In effect, critical friends do not slide over weaknesses, but confront them kindly and directly.
4. Reflect on experience.

1. Find article or topic that is controversial
2. Invite person associated with that article
(perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief (i.e., did anyone change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)

7. Technology Integration Reviews

A. Role Play Authors
• Write a reading reaction, debate, or reflection paper as if you were one of the authors
B. Assume Persona of Scholar
– Enroll famous people in your course
– Students assume voice of that person for one or more sessions
– Post a 300-700 word debate to one or more of the readings as if you were that person. Enter debate topic or Respond to debate topic
– Respond to rdg reflections of others or react to own

• Assign Topic or Project
(e.g., Team or Class White
Paper, Bus Plan, Study
Guide, Glossary,
Journal, Model Exam
Answers )
• Students Post to Web
• Experts Review and Rate
• Try to Combine Projects

• Give many choices.
• Allow to complete any of them.
• Provide structure on due dates.
• Send reminders.

Paper #1. The TICKIT Program Model
(in review, Journal of Educational Computing Research)
1) Classroom Curriculum Projects
 Provide structure for teacher goal-setting and implementation
 Apply what learn by developing and teaching units
2) Teacher Choice
 Do not persuade to use a particular theory or method
 Urge teachers to integrate technology into what they already do to add value
 Present an array of possibilities for integration projects

3) Expect Systematic Evaluation, Selfreflection, and Revision of Practice
 Provide for electronic and face to face collaboration with colleagues and coaching by
TICKIT staff
 Provide audiences and venues for reports and reflections on practice
4) Provide a Structure for Leadership Cadres to Assist Other Teachers Locally

TICKIT Program Elements:
School-Level
Outcomes
Models of Technology Integration
Colleague Support by TICKIT Cohort:
Workshops:
Tools
Pedagogy
Share Ideas
Reflect on Projects
Individual E-Mail,
Assessment of
Classroom
Project by:
Coaching By
TICKIT Staff
TICKIT Staff
Other Teachers
Create,
Teach,
Assess,
Revise
Classroom
Projects
TICKIT Teacher
Local Reports to
And Interaction
With Teacher
Colleagues
Reflection,
Action Research
On Classroom
Projects
Electronic Collaboration:
Project Progress Reporting
Reading and Reflection
Constructive Friend Interaction
Technology Reviews
Expert Chats
Teacher Prior:
Knowledge
Skill
Confidence
Motivation
Beliefs
TICKIT Teacher
Reports to TICKIT
Staff, Peers & Other
Teachers at
Conferences
Individual TICKIT
Teacher:
Knowledge
Skill
Confidence
Motivation
Beliefs
Other Professional
& Staff Development
Experiences & Programs
Figure 1: Model of TICKIT Program Components and Outcomes
Value Added by
Technology
Integration in
Classroom Teaching
& Learning
Student
Learning

Paper #2. Online Pedagogy & Mentoring
(in press, Technology and Teacher Education)
• Effectiveness of reading reactions, debates, and critical friend activities
• Frequency of discussion categories
• Dialogue content and depth
• Justification (support of claims)
• Scaffolding and apprenticeship
• Attitudes toward dialogue

TICKIT Staff Mentoring & Assistance
(direct instruction and explanations = 0; Feedback
= 24%, Social Acknowledgements = 24%)
5%
3%
6%
24%
14%
9%
4%
1%
3%
7%
24%
(Bonk, Ehman, & Hixon, 2000)
Ack nowledge
Question
Examples
Feedback
Task Structure
Push to Explore
Foster Reflection
Enourage Dialogue
Scaffold
Manage
Weave

Surface Processing
• making judgments without justification,
• stating that one shares ideas or opinions already stated,
• repeating what has been said
• asking irrelevant questions
• i.e., fragmented, narrow, and somewhat trite.
In-depth Processing
• linked facts and ideas,
• offered new elements of information,
• discussed advantages and disadvantages of a situation,
• made judgments that were supported by examples and/or justification.
• i.e., more integrated, weighty, and refreshing.

• Focus: 50% on teaching and school experience
• Off Task: 7% total; nearly all in critical friends
• Referencing: approximately 50% more peer praise in critical friend activities.
• Referencing: referred to own teaching 3 times more often than to others (i.e., egocentric)
• Justification: 77% claims unsupported; 20% referenced classroom & other experience
• Depth: about 80% of posts at surface level

• Critical friend dialogue involved more peer support, help requests, social acknowledgements
• Critical friend postings perceived more beneficial to classroom practice
• Reading reactions & debates involved more content focus
• Reading reactions & debates viewed as “just another task”
• They would recommend electronic conferencing to other teachers

“Beverly: Before I forget, I want to thank you again for your invaluable help at the ICE conference. I get used to using a particular piece of equipment or program, and it’s hard for me to adapt quickly. You saved the day.
One thing I have learned from using technology is that we need to depend upon each other for support. We are all in this boat together.”

“This is going to sound ‘gushy’ but I JUST LOVE TO
READ YOUR WRITING! What a vocabulary you have! OK, are you/were you a language arts teacher, do you read a lot (sic), did you take Latin, or are you just plain smart? You have a real talent!
As I read your response to the article…I found myself being pulled right in. You really had some thought-provoking comments. And at the end of a teaching day, the fact that anyone could get me to think is something. …”

“Thank you! A poor tired out “old broad” has a new lease on teaching”
“This class was very helpful. I gained a lot of confidence as a technology user from this class.”
“The door is now open. I will continue to try to find technological ways to teach them.”
“This was the best program I have ever been involved with as a teacher. It has also had the most impact on my teaching and subsequently, my teaching.”

• Determine the presence of possible relationships between long-term professional development and teachers’ levels of technology implementation .
• Explore these relationships and discuss implications that such relationships have for professional development.

CBAM
Awareness
Informational
Personal
Management
Consequence
Collaboration
Refocusing
ACOT
Entry
Adoption
Adaptation
Appropriation
Invention
LOTI
Non-use
Awareness
Exploration
Infusion
Integration--M
Integration--R
Expansion
Refinement

• Participants--Five cohorts of teachers
• Three from past (85 teachers); one from the present (25 teachers); one from the future (28 teachers in control)
• Survey
– 23 Questions dev by TICKIT staff
– LoTi instrument (50 questions)
• 10 subscales
– Eight levels of implementation
– Current instructional practices
– Personal computer use

• I am motivated to find ways to use the older as well as the newer computers in my classroom.
• I access the Internet quite frequently.
• I allocate time for students to practice their computer skills on the classroom computer(s).
• I prefer that my students go to a computer lab for instruction without me.
• It is easy for me to design student-centered, integrated curriculum units that use the classroom computer(s) in a seamless fashion.

• Do you have an Internet connection in your classroom?
• Estimate how many hours of curriculum-based professional development (e.g. performance-based assessment, thinking skills strategies, inquiry-based learning) you have received over the past two years?
• Describe one or two ways that you use or have used technology in your classroom that have the most impact on student learning.

TICKIT Cohorts
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
Grand Means
Non-Use Scores
3.3333
4.5455
7.5
7.7059
8.5
6.6923
Means
Implementation Scores
102.5
142.25
124.9
112.4
93.3077
113.4808

Level of
Technology
Implementation Grouping N Mean
Std.
Deviatio n
Std.
Error
Mean
Non-Use
Expansion
Refinement
2002-2003
Cohort
All other
Cohorts
2002-2003
Cohort
All other
Cohorts
2002-2003
Cohort
All other
Cohorts
14 8.5000
5.11032
1.36579
51 6.1961
5.30290
.74255
14 10.6429
6.31978
1.68903
53 18.5472
5.96969
.82000
14 10.0714
4.77919
1.27729
48 21.4375
6.90330
.99641

Three Most Important Influences on the Way
TICKIT Teachers Use Technology in the Classroom
70
60
50
40
30
20
10
0
Pe rs on al
A m bi tio n/
In te re st
TI
C
K
IT
P ro f D ev el ut es ns tit nc es
, I
In
-S ch oo
C on fe re
, e tc
.
l P ro fe ss io na l D ev gy
E xp ec
Te ch no lo ta tio ns
Pe er
T ea ch er
S up po rt
A dm in
S up po rt
G ra du at e
C ou rs es
Pa re nt s
&
C om m un ity
C ol le ge
T ra in in g
G ra nt
M on ey

• Long-term professional development seems to have an effect on teachers’ levels of technology implementation especially in the upper two levels expansion and refinement.
• Construct validity of LoTi in question.

1. Avoid Teachers Who Are Compelled By School
Administrators Into Participating (and do always believe admin)
2. Teachers Respond to Challenge, High
Expectations
3. Requiring Projects in a Graduate Course
Framework Creates Stress But Pays Off For Most
Teachers
4. Asynchronous Conferencing Requires a Lot of
Structure and Meaning For Teachers
5.
Teach Technology Use in Teacher’s Environment
6. A Local Leader is Important For a Cohort of
Teachers

• Provides structured, project based learning about thoughtful tech infusion for teachers
• Adds to teachers’ competence/confidence
• Builds leadership cadres in schools
• Provides graduate level recognition of teachers’ accomplishments
• Links schools and university
• Supports small, rural schools

• Does student learning increase as a result of TICKIT?
• Do TICKIT teachers continue to infuse technology into their curriculum?
• Are “communities of practice” being built?
• Is there a TICKIT impact with other teachers?
• Can we shortcircuit phases of teachers’ technology infusion development (ACOT)?