Teacher Education

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Teacher Education TechnologyInitial Results
from theWhat Works and Why Project

• James W. Pellegrino, Susan R. Goldman,
• Meryl Bertenthal, Kimberly Lawless

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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

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Looking at Teacher EducationContemporary Theory
asan 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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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

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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.

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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!

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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.

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WWW Project InformationSupported 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

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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?

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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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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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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

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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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IHE Course Observations
Range across IHEs in Tech Episodes as of total
episodes was 32 - 60
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Student TeachingClass Observations
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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!!!

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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

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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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