SITE 2001

1
SITE 2001

• Apprenticeships
• Changing the Character of Preservice Education
• Bernie Dodge, Ph.D. (Project Director)
• Marcie J. Bober, Ph.D. (Project Evaluator)
• San Diego State University
• Dept. of Educational Technology
• bdodge_at_mail.sdsu.edu
• bober_at_mail.sdsu.edu
• http//edweb.sdsu.edu/courses/ed791b/site2001/inde
  x.htm

2
What is Learning through Cyber Apprenticeship?

• Integrates with other reforms already in place in
  Teacher Ed at San Diego State
• Targets several identified gaps in teacher prep
• Placement and modeling
• Integration
• More ideas than time
• Breadth of experience
• Authenticity
• Practicing what we preach

3
What is Learning through Cyber Apprenticeship?

• Central to LTCA is the notion of apprenticeship
• Student teachers linked to accomplished
  technology-using teachers (our word TMTs)
• But a good TMT is not just tech savvy. He or
  she is
• Creative
• Facilitative
• Communicative
• Flexible
• Willing to take risks

4
What is Learning through Cyber Apprenticeship?

• Central to LTCA is the notion of apprenticeships
  
• Structure of ET 470
• A good introduction to technology does NOT
  focus on knobs and widgets
• Flexible modules
• Logical progression (skills, tasks, etc.)
• Project/portfolio based
• Mix of the theoretical and the practical
• Focus on people and technical skills

5
What is Learning through Cyber Apprenticeship?

• Central to LTCA is the notion of using technology
  wisely
• California credentialing requirements now call
  for technology savvy at two levels when first
  credentialed (Level 1) and at first renewal
  (Level 2)
• Summary of the legislation
• Specific details

6
Lessons Learned

• TMTs can be difficult to recruit
• To whom should we appeal?
• What is key to solicitation?
• Communication is difficult to build/sustain
• Both student teachers and TMTs need models to
  emulate
• Unit design cannot occur in a vacuum
• Assignments must be integrative

7
Lessons Learned

• Evaluation must be comprehensive surveys
• Beliefs about technologys role in their
  students lives
• Ways to organize classrooms
• General classroom delivery
• Types of activities in which students are engaged
• Value of student input into learning decisions
• Etc.

8
Lessons Learned

• Evaluation must be comprehensive content
  analysis
• Distinguishing project characteristics
• Links to methods courses
• Links to standards
• Attention to detail (from discipline-specific
  content, to age-appropriate presentation, to
  writing mechanics)

9
Lessons Learned

• Evaluation must be comprehensive communication
• Among 470 instructors
• Sharing information (about teaching, technology,
  disciplines)
• Promoting/modeling multifaceted reflection
• Engaging with methods instructors
• Etc.

10
Lessons Learned

• Evaluation must be comprehensive communication
• Among TMTs
• Sharing information (about teaching, technology,
  disciplines)
• Promoting/modeling multifaceted reflection
• Engaging with methods instructors
• Etc.

11
Lessons Learned

• Evaluation must be comprehensive communication
• Between TMTs and their apprentices
• Sharing information (about teaching, technology,
  disciplines)
• Promoting/modeling multifaceted reflection
• Modeling constructive feedback
• Ingratiating apprentices into the teaching
  environment

12
Next Steps

• Strategic alliances with methods faculty
• Fostered by the new placement for ET 470
• Fostered by acknowledgement of their existing
  technology skills -- and building on them