Trickle-down Teaching: Training University Faculty to Train
                         Teachers to Use Technology

                     A Presentation at CUE, Spring, 2003

                Marriott Hotel, Salon F, Anaheim, California

                                     by

                   Nada Mach, Ph.D. & Peter Desberg, Ph.D.

                   nmach@csudh.edu, pdesberg@earthlink.net

                California State University, Dominguez Hills

                             School of Education



Introduction

Nada Mach

  1. The problem - why CSUDH's PT3? Milken/ISTE report recommendations
     (1999), few teachers feel prepared to integrate technology into their
     classroom instruction, therefore
        o Should integrate technology into teacher education courses, rather
          than stand-alone courses
        o Student teachers have opportunity to apply instructional
          technology during field experience
        o Teacher ed faculty should model and integrate technology.
  2. Training-of-Trainers Model:
        o Based upon the literature on school change and reform; 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.
        o Course-by-standards matrix (ISTE NETS and the state of California
          technology standards).
        o 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.
        o Social studies methods faculty: first cadre of teachers to
          participate and serve as an example of the faculty training and
          participation;
             + shared in the planning and implementation of the database
               project, which
             + ensured their commitment to mentoring other social studies
               methods faculty.
        o Science methods faculty: second cadre to participate. Spreadsheet
          project.
  3. Technophobia Issues
        o Greatest predictor of technophobia resides in attitude of person
          introducing that technology.
        o Rosen and Weil found that 45% of k-12 teacher are technophobic
          themselves.
        o goal: reduce technophobia through infusing technology into
          everyday tasks (increase comfort)
        o Dr. Larry Rosen's technophobia index as a gauge of their existing
          level of technophobia.
        o Results of survey resulted reduction of technophobia: training and
          equipment tended to be at the source of the faculty's anxiety.
        o On-going effort to make technology accessible through purchase of
          equipment, and training sessions (in small as well as large
          groups).
        o For more information on the CSUDH PT3 grant, please visit our
          Website at: http://www.csudh.edu/soe/faculty/pt3/index.html

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Technology Aspects in Infusion

Peter Desberg

  1. Lessons Learned
        o 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.
        o 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
        o Video interviews with project faculty presenting the rationales
          for the project;
        o Classroom videos to show how to conduct the lessons;
        o Videos with student/group interactions;
        o Step-by-step software instructions;
        o Interactive training on software;
        o Demo version of software with data files;
        o Videos of faculty reflection on project;
        o Blank data forms that can be printed out; and
        o Links to related Web resources.
  3. Technology Competencies Acquired
        o 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.
        o 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.
        o 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.
        o DeskTop Publishing Skills
             + In creating a newsletter, using columns, appropriate fonts
               and graphics to enhance meaning and appearance.
             + Interdisciplinary context provides a model for problem-based
               learning.
             + There are several student examples and a more detailed model
               created for the project showing the integration of history,
               literature and writing skills.

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