Collaborating to Infuse Technology into Teacher Education:

A Training-of-Trainers Model

A Concurrent Session at NECC 2002

Henry B. Gonzalez Convention Center, Room 207A, June 19, 2002, 1:30-2:30 P.M.

Full paper available at: http://www.csudh.edu/soe/faculty/Nmach/NECC02.html

by

Nada Mach, Ph.D.; Peter Desberg, Ph.D.; James Cantor, Ph.D., Diane Hembacher, Ph.D., Hedy Moscovici, Ph.D.

nmach@csudh.edu, pdesberg@earthlink.net, jcantor@csudh.edu, dhembacher@csudh.edu, hmoscovici@research.csudh.edu

California State University, Dominguez Hills

School of Education

 

Introduction

Nada Mach

 

  1. The problem - why CSUDH's PT3? Milken/ISTE report recommentations (1999), few teachers feel prepared to integrate technology into their classroom instruction, therefore
    • Should integrate technology into teacher education courses, rather than stand-alone courses
    • Student teachers have opportunity to apply instructional technology during field experience
    • Teacher ed faculty should model and integrate technology.

     

  2. Training-of-Trainers Model:
    • Based upon the literature on school change and reform &endash; clearly delineates that changes agreed upon and implemented by those involved in the "culture" of the school are those that are most meaningful and most successful.
    • Course-by-standards matrix (ISTE NETS and the state of California technology standards).
    • Cadres of faculty mentors created to act as change agents to work with other faculty to develop a common project among all methods courses in the same subject, pilot, and produce training materials to be used by others.
    • Social studies methods faculty: first cadre of teachers to participate and serve as an example of the faculty training and participation &endash;
      • shared in the planning and implementation of the database project, which
      • ensured their commitment to mentoring other social studies methods faculty.
    • Science methods faculty -&endash; second cadre to participate. Spreadsheet project.

     

  3. Technophobia Issues
    • Greatest predictor of technophobia resides in attitude of person introducing that technology.
    • Rosen and Weil found that 45% of k-12 teacher are technophobic themselves.
    • goal: reduce technophobia through infusing technology into everyday tasks (increase comfort)
    • Dr. Larry Rosen's technophobia index as a gauge of their existing level of technophobia.
    • Results of survey resulted reduction of technophobia: training and equipment tended to be at the source of the faculty's anxiety.
    • On-going effort to make technology accessible through purchase of equipment, and training sessions (in small as well as large groups).
    • For more information on the CSUDH PT3 grant, please visit our Website at: http://www.csudh.edu/soe/faculty/pt3/index.html

Technology Aspects in Infusion

Peter Desberg

 

  1. Lessons Learned
    • Because of the following:
      • Too much information to convey in the methods course without including an additional technology unit;
      • There was not enough access to technology on campus and in the schools;
      • Instructor technophobia; and
      • Technology skill deficits.
    • We learned these lessons:
      • Don't start with Applications;
      • Don't use workshops;
      • Start with newer/younger faculty;
      • Use projects that faculty are already doing;
      • Extend those projects with features that could only by accomplished with technology;
      • Support faculty in their initial presentations in terms of hardware and software.

       

  2. Technology features
    • Video interviews with project faculty presenting the rationales for the project;
    • Classroom videos to show how to conduct the lessons;
    • Videos with student/group interactions;
    • Step-by-step software instructions;
    • Interactive training on software;
    • Demo version of software with data files;
    • Videos of faculty reflection on project;
    • Blank data forms that can be printed out; and
    • Links to related Web resources.

     

  3. Technology Competencies Acquired
    • Database skills - There are a number of database skills that will be acquired including:
      • Creating fields;
      • Entering data;
      • Sorting data;
      • Searching (querying) records using individual and multiple search criteria;
      • Creating custom reports and layouts;
      • Merging database files to create larger data pools;
      • Using data to ask and answer inferential questions; and
      • Using technology in the one computer classroom.
    • Spreadsheet Skills
      • Identifying key spreadsheet elements such as columns, rows, cells, formula, etc.;
      • Data collection techniques compatible with the use of a spreadsheet;
      • Entering labels, data and formulae; and
      • Performing specific statistical calculations, including mean, standard deviation and correlation.
    • WebQuest Skills
      • A step-by-step guide to developing a WebQuest using Bernie Dodge's site with explanations and guidance;
      • A parallel walk through of a WebQuest following the Dodge model with video interview of the developer discussing each issue; and
      • A series of links to additional information, resources and additional WebQuests.

     

Supporting Teachers Using Technology to Make History Come Alive

James Cantor

 

  1. By engaging learners with relevant content they become proactive and look for ways to gain and understand new knowledge.
  2. Memories of social studies in elementary school - positive vs. negative.
  3. Doing history rather than studying it: the Immigration Database.

Our Experience Infusing Technology into Social Studies Methods Classes

Diane Hembacher

 

  1. Obstacles:
    • lack of access to computers
    • apprehension about appearing unskilled in front of students
    • fear of equipment failure. 
  2. Facilitating Factors:
    • a feeling of self-efficacy,
    • a strong interest in using computer technology,
    • modeling the use of computer technology in the pre-service classroom.
    • teacher's perception that the benefits of using technology outweigh the obstacles. 
  3. Process:
    • Brainstorm factors or variables pertaining to imigration.
    • Brainstorm questions connecting the variables.
    • Demonstrate use of database with practice data.
    • Develop interview questions
    • Conduct interviews
    • Demonstrate how to input data.
    • Input data.
    • Revisit original questions manipulating the new data.

 

Infusing Technology into Science Methods Classes

Hedy Moscovici

 

  1. Technology & Inquiry Science - NRC 1996, 2000.
  2. Role of the Teacher Preparation Programs (NRC, PCAST on Ed. Technology, CCTC).
  3. Science Spreadsheet
    • Heart Rate:
      • standards for Biology, Health, and Mathematics;
      • low cost; and
      • equity.
    • Development.
    • Training Other Faculty.
    • Use in Elementary Science Methods.
    • Use in Secondary Science Methods.
  4. Future Plans