TICKIT Overview and Research:Rural Teacher Technology Integration

Curtis J. Bonk, cjbonk@indiana.eduIndiana University

http://php.indiana.edu/~cjbonk/

May 19, 2003

TICKITTeacher Institute for Curriculum Knowledge

about Integration of Technology

http://www.iub.edu/~tickit

Overview of TICKIT• In-service teacher education program

• Rural schools in central & southern Indiana

• Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University

• Cohorts of 4-6 teachers from 4-6 school corporations

TICKIT Emerged in Fall, 1998

TICKIT Goals• Knowledge, skill, & confidence

• Thoughtful integration of technology

• Leadership cadres in schools

• Link schools and university

• Help schools capitalize on their technology investments

Original Teacher Goal Statement• “Obviously, I’m technologically in the

Dark Ages. My students are so computer savvy that I feel I must at least attempt to catch up with them.” – Debbie White, North Gibson

• “We have a state-of-the-art building, so now we need a state-of-the-art curriculum that uses that technology.” - Linda Seib, Madison

Program Structure• Teachers attend three workshops at I.U. for a

total of 4 days

• Reports to colleagues and school “giveback”

• Curriculum-based, technology supported classroom unit or lesson each semester

• In-school workshops to support teachers in their unit or lesson design

• Final products are two action research reports

Program Structure• Various online activities using a course

management tool (COW, Virtual University, Blackboard, Web CT, Oncourse)

– Article critiques

– Chats with technology experts (Bernie Dodge, Annette Lamb)

– Free Tool Reviews

TICKIT Program Description:ACOT Principles Used

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

The TICKIT Program Model

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

TICKIT Program Model, Con’t

3) Expect Systematic Evaluation, Self-reflection, 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 practice4) Provide a Structure for Leadership Cadres to

Assist Other Teachers Locally

Workshops:ToolsPedagogyShare IdeasReflect on Projects

TICKIT Teacher Local Reports toAnd Interaction With TeacherColleagues

TICKIT TeacherReports to TICKITStaff, Peers & OtherTeachers at Conferences

Reflection,Action ResearchOn ClassroomProjects

Individual E-Mail,Phone, Asynchronous & In-PersonCoaching ByTICKIT Staff

Electronic Collaboration:Project Progress ReportingReading and ReflectionConstructive Friend InteractionTechnology ReviewsExpert Chats

Teacher Prior:KnowledgeSkillConfidenceMotivationBeliefs

Individual TICKIT Teacher:KnowledgeSkillConfidenceMotivationBeliefs

Other Professional& Staff DevelopmentExperiences & Programs

TICKIT Program Elements:

School-LevelOutcomesModels of Technology IntegrationColleague Support by TICKIT Cohort:

Value Added byTechnology Integration in Classroom Teaching & Learning

StudentLearning

Create,Teach,Assess,ReviseClassroomProjects

Figure 1: Model of TICKIT Program Components and Outcomes

Assessment ofClassroom Project by:TICKIT StaffOther Teachers

I. TICKIT Information Center

II. TICKIT Learning Center

III. TICKIT Meeting Hall

Reading Reactions

Critical Friend Activities

Guest Expert Chats

Free Technology Reviews

Thoughtful Team Reflections

IV. TICKIT Resource Center

V. TICKIT Project Gallery

Typical 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

Technology Integration Reviews

1998-2002 Project Examples

2002-2003 Project Examples

TICKIT Teachers

Research QuestionDo teachers who have been through the TICKIT program differ from teachers who have not on dimensions of computer integration?

Effective Professional Development

Components Description

Form Reform vs. traditional (Study groups or networks vs. workshops or conferences).

Duration Number of hours and span of time.

Collective participation

Participation by established groups (same school, grade, department vs. educators from various schools).

Content focus Professional development aimed at increasing disciplinary knowledge.

Active learning Meaningful analysis of teaching and learning (examining student work, getting feedback on teaching).

CoherenceDegree of consistency between professional development and teachers’ goals, standards and opportunities for continued professional communication.

Structure

Core

Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001

Effective Professional Development

Garet et al. TICKITForm

Duration

Collective participation

Content focus

Active learning

Coherence

Structure

Core

Garet, Porter, Desimone, Birman, & Suk-Yoon, 2001

??

Methodology 1/3Study Design

• TICKIT Completers– Teachers from the first four years of TICKIT– The survey is a post measurement– Dropouts. . .

• TICKIT Applicants– Teachers who applied for the fifth year of TICKIT– The survey is a pre measurement

Methodology 2/3Participants

• Schools– Rural– Central and southern Indiana– Better than average technology infrastructure

• Teachers– Cohorts of 4-6 teachers from each school– Average teaching experience 11.5 years

Methodology 3/3Instrumentation

Two Part Survey

– Demographics and TICKIT-Related Questions

– Levels of Technology Implementation Survey (LOTI) Moersch (1994, 1995, 2001).

Results 1/3Survey Returns= 79 %

CohortSurveys

SentSurveys

ReturnedReturn

Percentage1998-99 25 16 64%

1999-00 29 21 72%

2000-01 30 22 73%

2001-02 22 20 91%

2002-03 Applicants 27 26 96%

Total 133 105 79%

Results 2/3Factors Description Reliability

Technology Integration

Frequent/regular use; learn with and about; variety of learning tasks; often thematic or project-based instruction

.93

Technology Limitations

Perceived access to technology .78

Technology Resistance

Technology use that supports only traditional pedagogy, reticence about computer use based on skill level or time constraints, and lack of perceived pedagogical value

.66

Computer Proficiency

Computer proficiency is an index of one’s general comfort level and confidence in using computers

.80

Learner-centered Instruction

Personal needs of students, lessons and curricula that are in some measure responsive to student interests, and assessment strategies that are performance oriented

.79

Results 3/3

Factors

Means

TICKITCompleters

TICKITApplicants t Sig.

Effect Size

1. Technology Integration 74.05 38.25 7.663 .000*** 1.81

2. Technology Limitations 11.60 15.79 -3.281 .002** .63

3. Technology Resistance 4.37 7.91 -3.143 .003** .80

4. Computer Proficiency 25.51 18.84 4.614 .000*** 1.20

5. Learner-centered Instruction

18.29 12.40 5.120 .000*** 1.22

**p< .01 ; ***p< .001All effect sizes favor TICKIT groupLower scores on factors two and three indicate more positive responses The ‘n’ for each comparison varies due to incomplete data. We used list-wise deletion of missing data (Completers n=66-77; Applicants n=18-20)

Possible High Score

126

28

56

35

28

Relative Impact 1/2Source of Influence 1st

choice2nd

choice3rd

choice

% Ranking this 1,2

or 3

Peer Teacher Support 3 5 4 15%

Grant Money 0 2 2 5%

Administrative support 4 3 4 14%

Undergraduate Training 0 1 3 5%

Stipends 1 1 0 3%

Curriculum technology integration expectations 3 5 5 18%

Graduate courses outside TICKIT 2 4 4 13%

Personal ambition and interest in technology 34 16 12 78%

Parental and community expectations 1 2 3 8%

TICKIT professional development 15 23 16 68%In-school professional development other than TICKIT 4 6 15 32%

Conferences, institutes, and other external 5 9 8 28%

Other 5 2 1 10%

Relative Impact 2/2Source of Help % Choosing as one of their choices

Business Partner 1.9%

Classroom Teacher 62.9%

District Coordinator 10.5%

University Professor 14.3%

Site Principal 8.6%

Student 14.3%

Technology Coordinator 76.2%

Other (Internet, friends, family, other school personnel)

21.9%

From which individuals do you seek primary guidance, information, and/or direction relating to the integration of technology into your curriculum?

Multiple Sources

General TICKIT Outcomes• 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

Internal Motivation InfluencesI want to be able to help provide the most challenging, interesting lessons for students. As a result of this I need to keep current.

I’m not required to use the technology but do so to learn for myself and help the students.

Even before the TICKIT experience, I was looking for ways to integrate technology into my classroom. I am enthusiastic and committed to this.

TICKIT Teacher Voices“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.”

“Thank you! A poor tired out “old broad” has a new lease on teaching”

Overall Lessons Learned

• Avoid Teachers Who Are Compelled By School Administrators Into Participating

• Teachers Need a Reasonable Technology Environment In Which to Work

• Teach Technology Use in the Teacher’s Computing Environment, Not Ours

• A Local Leader is Important For a Cohort of Teachers In a School

Overall Lessons Learned, Con’t• Teachers Respond to Challenge and High

Expectations• Requiring Projects in a Graduate Course

Framework Creates Teacher Stress But Pays Off For Most Teachers

• Asynchronous Conferencing Requires a Lot of Structure and Meaning For Teachers

Impact• Researchers and Teacher Educators

• K-12 Teaching and Administrators

• Government Officials and Politicians

Future DirectionsAdditional Research• Growth of current cohort over the course of this year

• Correlation of other data sources with current findings (i.e. observation, document analysis)

• Impact of technology integration on student learning

Ok, who’s got the TICKIT?