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