Integrating ICT into Non-ICT Courses

A Modern Computers In Education CourseNECC 2005

Louanne SmolinUniversity of Illinois at Chicago

Pivotal Work

What is This Research Telling Us About Preparing Technology Using Teachers? Paradigm shift: Teaching about

technology/Teaching with technology

Basic tech skills are important but not sufficient

Modeling by those around them

A Debate…. Within vs. Separate

TC’s do not take the tech they learned in introductory course into methods or field courses (Pope, Hare & Howard, 2002; Ringstaff & Kelly, 2002)

Gap between what we teach preservice teachers about technology and what we expect them to do with technology as classroom teachers (Hare & Howard, 2002)

Increase in student positive attitude and confidence when tech is infused (Pope, Hare, & Howard, 2002; Abbot and Faus, 2001; Thomas & Cooper, 2000)

Preservice teachers develop greater technological fluency from a separate course (Anderson & Borthwick, 2002)

Reframe the Debate: What can we learn from each?:

Separate Helps students develop technological fluency

(Anderson & Borthwick, 2002) and build confidence (Bielefeldt, 2001)

Within Can carry skills into authentic situations which is

more professionally relevant (Brush, Igoe, et.al, 2001)

Press for other indicators of capacity (Bielefeldt, 2001)

Using Research to Restructure Program Design Experiences Across Authenticity Relevance

Restructuring Efforts: Case Studies Build in design time and opportunities for

faculty to share (Thomas and Cooper, 2000) Create clear program expectations (Bullock,

2004, Bielefeldt, 1999) Both university faculty and mentor teachers

exert influence (Bullock, 2004)

Content Technology

UIC Coursework

CPS Field Experience

Reference: Hart, H.; Allensworth, E.; Lauen, D.; & Gladden, R. (2002).

Technology “Experiences”:Example Program

Curriculum Course Methods Courses Practicum Courses

Curriculum Course

School/community project

Tech landscape Community resources Using technology to merge school/community

Methods Courses

Curriculum Modules: Using technology to facilitate the urban mission

http://www2.ed.uic.edu/pt3/cd.html

E-portfolios Developmental

Program Portfolio: Artifacts in courses

Unit Assessment “Profile”: Teaching/Assessment event

Impact?

Basic Skills Following Practicum Tech questions on student surveys Teaching Assessment event

Student Survey

0

50

100

150

200

250

300

350

400

Used Tech COE Empasize COE Impact

Never/LittleSometimesOftenvoften/much

Chou, V. (2005) UIC College of Education Survey

Teaching Assessment Event

0%

20%

40%

60%

80%

100%

Total Pilot Grad El Ed

Tech UsedTotal

Council on Teacher Education, 2005

Wrapup

Within/separate ICT courses: not mutually exclusive

What we are learning from case study research

UIC strategies Questions/comments?

References Anderson, C. & Borthwick, A. (2002). Results of separate and integrated technology instruction in

preservice training. (ERIC Document Reproduction Service No. ED475 921). Bielefeldt, T. (2001). Technology in teacher education: A closer look. Journal of Computing in Teacher

Education 17(4): 4-15. Brush, T.; Igoe, A.; Brinkerhoff, J; Glazewski, K; Ku, H; & Smith, C.; (2001). Lessons from the field:

Integrating technology into preservice teacher education. Journal of Computing in Teacher Education 17(4): 16-20

Bullock,D. (2004) Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology in Teacher Education 12 (2): 211-237.

Hart, H.; Allensworth, E.; Lauen, D.; & Gladden, R. (2002). Educational Technology: Availability and use in Chicago’s public schools. Chicago, IL: Consortium on Chicago School Research.

Moursund, D. & Bielefeldt, T (1999). Will new teachers be prepared to teach in the the digital age: A national survey on information technology in Teacher Education. Santa Monica, CA: Milken Exchange on Information Technology.

Pope, M.; Hare, D.; & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of technology and teacher education 10(2): 191-203.

Ringstaff, C . & Kelly, L. (2002). The learning return on our educational technology investment: A review of findings from research. (ERIC Document Reproduction Service No. ED462 924).

Thomas, J. & Cooper, S. (2000). Teaching technology: A new opportunity for pioneers in teacher education. Journal of Computing in Teacher Education 17(1): 13-19.

U.S. Congress, Office of Technology Assessment, (1995) Teachers and Technology: Making the connection, OTA-HER-616 (Washington, DC: U.S. Government Printing Office).