Two Models of Incorporating NETS into Preservice Teacher Education

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Two Models of Incorporating NETS into Preservice
Teacher Education

• Rebecca Petersen-Leary, Instructor
• Lesley University
• Mike McDonald, Assistant Professor
• Nicole Serinaldi, Student
• Nebraska Wesleyan University

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Nebraska Wesleyan University

• This presentation draws from Nebraska Wesleyans
  on-site traditional undergraduate program in
  teacher education. Students involved in project
  are required to take the following classes
• Instructional Technology
• General Secondary Methods
• Supervised Student Teaching
• Student Teaching Seminar
• Technology coursework is also infused into other
  education courses at the discretion of the
  professor.

3
Project Background

• This project was funded by the
• Nebraska Department of Education Technology
  Catalyst Grant 2000-2001.
• The Project is developed to meet NCATE 2000
  accreditation standards.

http//education.nebrwesleyan.edu/Research/default
.html
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Guiding Research Questions

• 1. Providing replicable technology integration
  projects that address NETS standards used in two
  different preservice education programs through
  discussion and visual representation. K-12
  language arts and social studies, math and
  science will be featured.
• 2. Featuring two examples of preservice teachers
  incorporating technology into her/his student
  teaching/internship based on examples from
  presented technology projects.

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Guiding Research Questions

• 3. Connecting examples to recent academic
  research and publications on the importance of
  technology integration in preservice teacher
  education.
• 4. Demonstrating the role of digital video in
  supporting formal class instruction, use in
  practicums and student teaching. Development of
  "Webfolios" including video to document the
  progressive growth of candidates and IT usage
  while culminating with an electronic portfolio
  that can be utilized in a variety of ways.

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Guiding Research Questions

• 5. Establishing and facilitating a discussion on
  projects or programs being used at other
  institutions for similar purposes.

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Method

• Evaluation rubric and teaching were discussed.
• Class sessions were videotaped and observed.
• Class content and instruction were discussed and
  evaluated with the rubric.
• Video was used to develop Webfolios.

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Possible Obstacles in Implementation

• The Web has a mixed track-record as an
  enhancement to pedagogy, rather than virtual
  paper.
• Steep learning curves for new software.
• Small numbers of students in math education.
• Scheduling difficulties with multiple players.
• Limited availability of time for additional
  projects.

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NETST Standards Addressed

• IV. Assessment and Evaluation
• Sections A, B
• V. Productivity and Professional Practice
• Sections A, B

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Required Projects Assignments for Student Teachers

• Design a detailed lesson plan for two different
  class sessions.
• Video tape the class sessions.
• Review the video tape with cooperating teacher
• Evaluate performance as a teacher using the
  provided rubric.
• Chose video segments to place on web.
• Update web portfolio to include video segment
• Link a copy of lesson plan.
• Link compressed video.
• Respond to weekly discussions with other
  participants on BlackBoard.

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Webfolio Elements

• Table of Contents
• Resume
• Teaching Philosophy
• Evidence of Teacher Learning
• Video Links
• Overview of Video
• Lesson Plan
• Evidence of Student Learning
• Plans for Future

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Examples of Student Work

• Completed Webfolio
• Alisa Mueller
• http//education.nebrwesleyan.edu/Research/Student
  Teachers/MidSpr2001/Alisa/webftab.html
• A Work In Progress
• Nicole Serinaldi
• http//education.nebrwesleyan.edu/nwued/Ed235_Webf
  olios/spring2000/Serinaldi/webfolio.html

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Rubric http//education.nebrwesleyan.edu/Re
search/rubric.html
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Excerpts of Student Teacher Journals
http//education.nebrwesleyan.edu/Research/journal
.html
Journal
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Conclusions

• Student Teachers learned to objectively reflect
  on their teaching by . . .
• Viewing himself/herself from a students
  persepective.
• Journaling on BlackBoard.
• Cooperating Teachers were reminded of . . .
• Desire to teach.
• Strategies for lessons.

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Conclusions

• Faculty Observed . . .
• The stages of student teaching, cooperation
  between student teacher and cooperating teacher,
  and growth of student teacher as a person as well
  as a teacher through
• Video.
• BlackBoard Journaling.
• Rubric.

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Recommendations for Program Improvement

• Video
• Practice with software and web browser prior to
  videotaping student teachers.
• Check equipment before arriving in classroom
  (Batteries and tape).
• Schedule a two hour block the day of taping for
  video conversion.

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Recommendations for Program Improvement

• Blackboard
• Create separate discussion platforms for each
  week on and at the same time each week.
• Make sure to update all aspects of site
  frequently.
• Due dates for assignments
• Faculty schedule
• Discussion platforms
• Create a firm due date and time for discussion
  board feedback.

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Recommendations for Program Improvement

• Webfolio
• Create templates when ever possible.
• Require weekly updates.
• Reflection of effective pedagogy between all
  involved parties - pre-,inservice teachers and
  supervising teachers.

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Contact Information

• Michael McDonald
• mlm_at_nebrwesleyan.edu
• http//education.nebrwesleyan.edu/

Nicole Serinaldi nds4775_at_nebrwesleyan.edu
Nebraska Wesleyan University5000 St. Paul
Ave. Lincoln, NE 68504
http//education.nebrwesleyan.edu/Research/default
.html