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Where Are We Now? Technology Integration in Teacher Preparation.

Listen and learn

Listen and learn : Research paper
Lecture presentation


Monday, June 24, 10:00–11:00 am
Location: 121AB

Presentation 2 of 2
Other presentations:
JDLTE Outstanding Research Paper Award Session: Connect and Learn With the Authors!

Dr. Peter Hessling   Dr. Peña Bedesem   Dr. Jennifer Courduff   Dr. Jean Kiekel   Dr. Dennis McElroy   Dr. Susan Poyo  
Learn about research that aims to gain a more comprehensive understanding of how new teachers feel they are being prepared by universities to integrate technology into teaching and learning. A peer-reviewed survey based on the ISTE Standards measures technology integration of new teachers across the nation.

Audience: Teacher education/higher ed faculty
Attendee devices: Devices not needed
Focus: Professional learning
Topic: Teacher education
Grade level: Community college/university
Subject area: Higher education
ISTE Standards: For Education Leaders:
Empowering Leader
  • Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice.
For Educators:
Learner
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Leader
  • Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
Additional detail: ISTE author presentation

Proposal summary

Framework

According to John King, former U.S. Secretary of Education, “One of the most important aspects of technology in education is its ability to level the field of opportunity for students” (U.S. Department of Education, 2017). Technology has been shown to be an incredibly powerful mechanism for providing access to educational resources and experiences. One of the biggest challenges is moving teachers forward in understanding and managing the effective integration of technology to create rich learning experiences for students (Chance, J., 2017). A critical factor in this process is how pre-service teachers are prepared prior to entering the classroom (Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A., 2012; Kuo, Nai-Cheng., 2015; Perkmen, S., 2008).

As recommended by the National Educational Technology Plan (2017),
Teachers need to leave their teacher preparation programs with a solid understanding of how to use technology to support learning. Effective use of technology is not an optional add-on or a skill that we simply can expect teachers to pick up once they get into the classroom. Teachers need to know how to use technology to realize each state’s learning standards from day one.
Two major organizations that guide the integration of technology in education are the International Society for Technology in Education (ISTE) and the Society for Information Technology and Teacher Education (SITE). ISTE released its educator standards in 2017 (https://www.iste.org/standards/for-educators) while SITE also released a series of recommended teacher competencies or TETCs (http://site.aace.org/tetc/) in 2017. The ISTE standards focus on the skills and understandings practicing educators need to have as part of their practitioner toolkit. The TETCs provide pre-service guidance so teacher educators are prepared to model and integrate technology in their teaching. These recommendations are not mutually exclusive, but in reality are part of the same road map.

Methods

The survey and interview questions are based upon the ISTE Standards for Educators and the Teacher Education Technology Competencies. The focus will be on participant perceptions about the emphasis placed upon these recommendations as part of their pre-service program. An initial electronic survey will be distributed via the ISTE Commons and Teacher Education Network. Follow-up interviews (1:1 and/or focus groups) will be managed electronically using conferencing software such as Zoom.

The survey contains two parts:
Part 1: Demographic survey with the following information: Gender, age range, program specialization, current role (pre-service, in-service, or faculty), number of years in current role, type of university (public or private), number of students in education program at university.

Part 2: Technology integration survey based on ISTE standards for educators.

Both parts of the survey have been reviewed and revised based on feedback by an Expert Focus Group comprised of members of the ISTE Executive Board and experts in the implementation of the ISTE standards. The focus group met on September 10, 2018.

Results

The broad source range of expected respondents will allow the researchers to examine how perceptions are similar or different across types of institutions (public, private, various enrollment sizes), preparation focus (elementary, middle school or high school), view point (preservice, inservice, preservice faculty) and special education versus general education. The results of this research will be shared via conference presentations, publications, and other means such as online webinars. The implications are anticipated to inform pre-service educators concerning strengths and gaps in teacher preparation programs and to provide the impetus for professional learning networks to share integration practices.

Please note: The study is currently in final stages of IRB approval through Azusa Pacific University. The study has been approved by Richard Culcatta, CeO of ISTE through an official approval letter. This has been submitted with the IRB application. As such, we are 100% certain that data collection, analysis, and report of findings will be completed in the spring of 2019.

Importance

The broad source range of expected respondents will allow the researchers to examine how perceptions are similar or different across types of institutions (public, private, various enrollment sizes), preparation focus (elementary, middle school or high school), view point (preservice, inservice, preservice faculty) and special education versus general education. The results of this research will be shared via conference presentations, publications, and other means such as online webinars. The implications are anticipated to inform pre-service educators concerning strengths and gaps in teacher preparation programs and to provide the impetus for professional learning networks to share integration practices.

References

References

Chance, J. (2017). Impact of purposeful professional learning on integration of instructional technology integration in daily classroom practices.

Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher Educator Technology Competencies. Journal of Technology and Teacher Education, 25(4), 413-448. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved from https://www.learntechlib.org/p/181966/ Sept 12, 2018.

ISTE, (2017). ISTE Standards for Educators. [online] Retrieved from https://www.iste.org/standards/for-educators Sept. 12, 2018.

Kuo, Nai-Cheng. (2015). Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education. i.e.: inquiry in education: Vol. 6: Iss. 1, Article 3. Retrieved from: http://digitalcommons.nl.edu/ie/vol6/iss1/3

Michael Russell, Damian Bebell, Laura O'Dwyer and Kathleen O’Connor (2003). Examining Teacher Technology Use: Implications for Preservice and Inservice Teacher Preparation. Journal of Teacher Education 2003; 54; 297

Perkmen, Serkan, "Factors that influence pre-service teachers' technology integration performance" (2008). Retrospective Theses and Dissertations. 15804.

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144.

U.S. Department of Education (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. [online]. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf Sept. 12, 2018.

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Presenters

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Dr. Peter Hessling, North Carolina State University

Peter Hessling, Ph.D., is a Teaching Assistant Professor in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University (Raleigh). He teaches graduate qualitative research and undergraduate foundations of education courses, in both face-to-face and fully online environments. His research interests include the history of education, pre-service teacher beliefs, and new teacher induction, especially in high poverty schools.

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Dr. Peña Bedesem, Kent State University
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Dr. Jennifer Courduff, Azusa Pacific University
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Dr. Jean Kiekel, University Of St. Thomas
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Dr. Dennis McElroy, Graceland University
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Dr. Susan Poyo, Franciscan University

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