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Teacher Education

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James W. Pellegrino, Susan R. Goldman, Meryl Bertenthal, & Kimberly Lawless ... Complexities of the Teacher Ed landscape. Some of what the prior literature says ... – PowerPoint PPT presentation

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Title: Teacher Education


1
Teacher Education Technology Initial Results
from the What Works and Why Project
  • James W. Pellegrino, Susan R. Goldman,
  • Meryl Bertenthal, Kimberly Lawless

2
Presentation Overview
  • Introduction to the WWW Project
  • Complexities of the Teacher Ed landscape
  • Some of what the prior literature says
  • What we set out to do
  • Institutions Levels of data analysis
  • Initial results regarding technology use
  • Tentative conclusions possible implications

3
Looking at Teacher Education Contemporary Theory
as an Evaluative Lens
  • We are asking how much of the contemporary
    knowledge base on learning, teaching, assessment,
    and technology is finding its way into teacher
    education.
  • If it is there, in what way is it present?
  • Is it a part of the fabric of program design and
    implementation?
  • Is it there in some superficial form that fails
    to capture the deep structure principles?
  • Is it there simply as declarative knowledge to be
    memorized along with many other facts and
    procedures?

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6
Some Possible Implications
  • Even in the best of circumstances, how teachers
    teach and their use of technology to assist
    learning and instruction is a function of
    multiple factors.
  • However, it may have little to do with what
    happens in the teacher education program.
  • On the other hand it is important to identify
    what teachers should be and are learning in that
    context since it establishes a necessary if not
    sufficient condition for what they are capable of
    doing when they move into the world of their own
    classroom

7
What Prior Research Tells Us
  • What is known can be summarized from a
    large-scale survey of over 400 IHEs and their
    graduates (Moursund Beilefeldt, 1999).
  • Most institutions report that technology
    infrastructure is adequate about a third feel
    limited by facilities.
  • Though faculty information technology skills are
    comparable to those of the students, most faculty
    do not model use of those information technology
    skills in teaching.

8
What Prior Research Tells Us
  • Even though most institutions report that
    information technology is available in the field
    experience classrooms, most student teachers do
    not routinely use information technology during
    field experiences and do not work under master
    teachers and supervisors who can advise them on
    such use.
  • The best predictor of eventual use of technology
    may be what the teacher candidates bring with
    them from their prior experiences, rather than
    what happens within IHEs!

9
Summary Prospectus
  • The state of knowledge about technology and
    teacher education, including any deep sense of
    what works and why, is rather abysmal.
  • This doesnt mean that good things are not
    happening but we have precious little data on
    which to conclude that the contemporary knowledge
    base on learning, teaching and technology is
    finding its way into the design of learning
    environments for prospective teachers.
  • Whats needed is a detailed look at reality in
    multiple places where something interesting is
    supposed to be happening.

10
WWW Project Information Supported by a grant from
Atlantic Philanthropies
  • Eight, well-regarded teacher education programs
    were identified for detailed study
  • A substantial intellectual and capital investment
    has been made at each IHE in the conditions
    deemed important for preparing 21st century
    teachers
  • Geographically distributed E, SE, SW, MW, W
  • Includes 6 Public 2 Private IHEs
  • Research I Comprehensive Universities
  • 7 of 8 have received USDOE PT3 grants
  • 5 are TNE institutions

11
WWW Guiding Questions
  • How do these teacher preparation programs prepare
    their students to successfully enter teaching?
  • What is the substance of each program?
  • What teaching strategies and uses of technology
    are modeled by the faculty?
  • To what degree are principles of HPL KWSK,
    including effective uses of technology,
    instantiated in the program? Courses? Field
    experiences?

12
WWW Guiding Questions
  • What effects do these teacher preparation
    programs have on the teaching strategies used by
    their graduates?
  • Do teachers teach like they were taught?
  • Do teachers implement what they have learned?
  • Does the nature of the teacher preparation
    program influence the degree to which students
    teach like they were taught and implement what
    they learned?

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16
Specific Data Collection Tools Some Initial
Results
  • Level 1 -- Analysis of Program Documents
  • Level 2 -- Deans Administrators Interviews
  • Level 3
  • Faculty Course Interviews
  • Course Observations w/ pre- and post-session
    interviews and course artifacts
  • Level 4 -- Program Interviews with prospective
    graduates
  • Level 5
  • Student Teacher Interviews
  • Student Teacher Observations w/ pre- and
    post-session interviews and course artifacts
  • New Teacher Interview
  • New Teacher Observations w/ pre and post
    interviews and course artifacts

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18
Selected Results
  • 59 separate interviews (72 total persons)
  • BIG IDEAS of the Program
  • 37 mentioned integration of technology
  • 12 mentioned technology for learning
  • Vision of Students
  • Mastering technology - 25
  • Integrating technology - 15
  • Technology for learning - 12

19
Selected Results (cont)
  • Where is it happening
  • Math methods - 56
  • Reading/Lang Arts methods - 44
  • Separate technology course - 24
  • Facilitators of technology integration
  • Leadership by key faculty staff - 48
  • - 36
  • Inhibitors of technology integration
  • Resistance at IHE, student, and/or K-12 level -
    56

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22
IHE Course Observations
Range across IHEs in Tech Episodes as of total
episodes was 32 - 60
23
Student Teaching Class Observations
24
Technologys Role in Support of Learning,
Instruction Assessment
  • Technology has a powerful role to play in
    enacting effective learning environments
  • True at both the higher education and K-12 level.
  • It is a much more varied role than that of a
    delivery system and/or a record- keeping system
    for monitoring student progress
  • Unfortunately, not many of the possible roles
    were actually observed in the IHE or in K-8
    instruction!!!

25
Is This a Fair Appraisal? Are We Missing
Something?
  • Currently pursuing a more detailed look at other
    sources of data from across the levels
  • When technology was used for presentation, was it
    for more than Powerpoint -- Yes, but!
  • What do faculty have to say about the role of
    technology in their course -- assignments etc.
  • What do students say about their program
    experience competence in using technology for
    their own pedagogy
  • What Works in Teacher Preparation A Comparative
    Analysis of Program Impact on Teaching Practice -
    Hyatt, Stetson Conf. Cntr, Suite E, Purple

26
How Does This Relate to General Trends in Ed Tech
  • Two issues that may be having an effect
  • Trends in educational software technology
  • The impact of NCLB and test-based accountability
  • Recent Ed Week Report
  • Innovative instructional uses are not there push
    for data management and testing systems
  • Incentives for training and use by K-12 teachers
    are not there either

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