Teachers learning to use instructional technology.

Abstract

The purpose of the Teacher Network Project was to train classroom teachers with limited computer skills to use instructional telecommunications technology. Although most recent graduates from teacher education programs have had opportunities to learn about and practice using a wide variety of technologies, many veteran teachers began their careers prior to the widespread use of computers in instruction. The Teacher Network Project was able to train approximately one percent of Nebraska's 22,000 teachers in the use of instructional technology. As a result of participation in the Project, these teachers experienced a significant increase in efficacy for use of instructional technology. Skill levels increased dramatically and telecommunications technology became an integral part of their classroom lessons.

Introduction

The Teacher Network Project was a collaborative effort between the Nebraska Department of Education (NDE), Nebraska Community Foundation, Nebraska State Education Association, Nebraska Council of American Private Education, and U.S. West Foundation. The goal of the Project was to develop a Teacher Network system that would train one percent of Nebraska's 22,000 K-12 teachers, public, private, and parochial in the use of computers and on-line services. Two co-directors shared responsibilities for Project design and implementation, one technology expert maintained infrastructure, and four master teachers conducted the training sessions and provided support to the teacher network teams. An administrative staff and professional evaluation team assisted with the project. Participants, approximately 240 teachers who received laptop computers and 18 months of instruction, guided practice, and formative feedback in the use of on-line technology, came from all parts of the state. At the end of one year, each of the original participants trained 10 additional teachers in outreach workshops.

The Teacher Network Project had three phases. Phase 1, comprised of initial training sessions, was designed to introduce teacher-participants to computers and on-line services. Nebraska teachers applied to the project in school-based teams of two to four. A Project Selection Committee approved team applications based on the quality of submitted project proposals, participant status as novice computer-users, and the expressed belief that use of technology could enhance classroom instruction. Selected teams attended two days of hands-on group instruction (summer sessions) designed to familiarize members with basic computer operations. Upon completion of the Project, 3 hours of college credit could be earned. Phase 2 of the program provided teachers with extensive practice in the use of applications learned in the introductory sessions. Completion of ten, monthly on-line assignments allowed participants to increase their understanding of computer capabilities and automatize implementation of processes. Participants accessed assignments on the Project website and submitted responses via email or on-line posting. Phase 3 of the training involved a series of one-day workshops held at the end of the year. The purpose of the final workshop was to demonstrate the use of technology in classroom lessons, showcase the unit plans the teams had developed, and to provide an opportunity for planning additional outreach workshops.

The design principles used in the development of the Teacher Network Project were based on social cognitive learning theory. Participants believed that the use of instructional technology could improve their effectiveness as teachers (Calderhead, 1996). The pedagogical implications of cognitive-oriented theories of learning are that students become active learners, involved in the construction of knowledge. (Bruning, 1993; Bruning, Schraw, & Ronning, 1999). The teacher's role shifts from that of information source to guide or facilitator. Opportunities for learning are optimized through use of peer modeling, verbal encouragement, guided practice, and constructive feedback. All of these components were utilized in the Project design.

Participant perceptions of the learning experience, especially self-efficacy beliefs are given considerable attention. High self-efficacy is associated with effective instructional decision-making and successful classroom performance. Bandura (1986, 1993) suggests that an individual's judgment of the relative likelihood of success at a task directly influences the probability that the individual will engage in the task and persist in the face of difficulty. Positive efficacy beliefs develop when accomplishments are recognized and constructive feedback is provided. Observing others who are perceived as similar to oneself as they competently perform a task can increase self-efficacy. Verbal persuasion, encouragement, and support also boost self-efficacy. The effectiveness of incorporating these principles in teaching has been demonstrated in many areas of educational research, including increasing general efficacy for teaching (Woolfolk & Hoy, 1990). There is a strong social dimension that emphasizes interaction between learners, communication, and reflection (Vygotsky, 1986). Students assume the roles of both teacher and learner, becoming members of an active learning community (Brown & Campione, 1994). The social cognitive orientation requires that content be presented within an authentic context and include assessment strategies such as group projects, presentations, and portfolio development.

Phase 1: Initial Training of Teacher Teams

A series of three training sessions was held at a centrally located Educational Service Unit (ESU) site. A statewide network of ESUs is designed to provide Nebraska teachers with continuing educational opportunities. These facilities provide space for continuing education, house special educators who serve a large, multi-county district, and offer state of the art technology support and resources. The ESU location was chosen for the initial training sessions because of its ability to accommodate 80 teachers (approximately 20 teams) and computers at one time, as well as to provide access to advanced multimedia technology. In this way, all 240 teachers were trained at one of three sessions. The logistics of assembling 80 computers and maintaining operation was a challenge for Project staff. Instructors and technology support staff spent many hours preparing the room for participants. The ESU staff provided technical support for the workshops and their participation was important to the long-term success of the Project because they also provided technical support to the teachers throughout the year.

The session began with an introduction to terminology and protocol that included a "history of computers" video. Day 2, lessons included instructional demonstrations, introduction to the Internet, and hands-on work with electronic mail (email). Participants used Netscape Navigator to search for and download educational materials for use in lesson planning. After resource exploration and gathering, web-page construction was introduced. With assistance from Project personnel, each team constructed a homepage that included a digital picture of themselves and an introduction to a technology-supported lesson in their content area. Examples of team-generated lesson titles included: Nebraska History and Geography, Industrial Development, Animal Habitats, The Water Cycle, Tour of Washington DC, Mysterious Archaeology, Genealogy, Animals of Nebraska, Math-Division, Managing Conflict, Cultural Diversity, Monarch Migration, and Quilting: Pieces of Nebraska. Participants were given instruction on computer set-up procedures and reviewed hardware components and their functions.

Phase 2: Guided Practice with Technology

The second phase involved teachers completing monthly online assignments. The online assignments provided practice, continued support and direction to participants after leaving the initial sessions. The focus of the Teacher Network was use of telecommunications in teaching and learning, and each assignment was designed to provide examples of Internet-use in lesson development. Assignments required teachers to become proficient with the use of email, to search for instructional resources on the web, establish communications with experts in their content areas, evaluate research on computer technology, establish connections with teacher organizations at the regional and national levels, design lesson plans, and construct unit plans. The monthly assignments were designed by Project personnel and implemented via the project website under the supervision of the co-directors and webmaster. Participants submitted their assignments online and prepared a portfolio for review by the master teachers.

Phase 3: Technology Demonstrations and Outreach Planning

A second series of team training sessions held at the end of the first year, allowed Teacher Network teams to demonstrate their expertise by presenting the instructional units they had designed. The sessions gave teams the opportunity to receive feedback from technical experts and master teachers with regard to their lesson designs and implementation. Teams were given the opportunity to plan the outreach workshops they would conduct in the months ahead. The outreach portion of the program required each of the 240 participants to train ten colleagues in the use of educational technology. Thus, each team was responsible for training 30-40 additional teachers. Each team was required to provide 8 hours of instruction to their outreach participants. Teams planned their outreach agendas, determining which skills would be taught. In addition to content, technical aspects of workshop scheduling were addressed. Each team developed a theme for its outreach workshop. Examples included: "Surf the Web"(with an Hawaiian motif and geography focus), "Exploring the Next Frontier"(focus on history), and "Transporting to the Future"(science focus). Most designs had basic-skills components such as use of email, accessing and downloading information from the Internet, and the integration of email and the Internet into instructional practices. Many designs also included more advanced activities such as development of websites and hypermedia/multimedia presentations.

Outreach workshops were conducted when schools had reconvened in the fall. These workshops provided training to novice computer users working in the field of education. Typically, participants were school colleagues of the Team members. The purpose of the outreach sessions was to introduce a significant number of additional educators to the basics in telecommunications technology, providing instruction and hands-on experience with email, Internet, and in some cases, hypermedia presentation. Workshop sessions took many forms. Some teams taught 20 educators for 8 hours on two separate occasions. Some taught a series of four-hour sessions. Most workshops were held at ESUs or school computer labs because access to 20 or more computers at one time was required. Both large and small schools in rural and urban areas were included and the available technology at individual sites varied. Some teams had hypermedia/multimedia capabilities while other teams were required to use chalkboards to illustrate concepts. Sixty-two teams conducted a total of approximately 120 workshop sessions.

Examples of workshops conducted at two locations typify the variety of conditions and workshop formats. One workshop, held on two consecutive Saturdays at a large urban senior high school, utilized a computer lab with 30 new computers and full multimedia capabilities. A computer-based multimedia presentation explained the history of the internet, introduced technical vocabulary, and reviewed the purpose of each screen and button on the menu bars while participants followed along on their computers. Email procedures, use of search engines, website evaluation, copying, and pasting text and images were demonstrated. A list of interesting websites was provided and the teacher-participants were given time for individual experimentation while team members circulated among them giving assistance, answering questions, and providing encouragement. A second workshop at a small rural parochial school was conducted in the school's technology lab using only 12 computers of various types and models with limited capabilities. Approximately two-thirds of the computers had Internet access and not all of these had the software or power to support web-page design. Participants were required to share computers, the instructors used a chalkboard to illustrate menu buttons and screens and directions were provided on handouts. The workshop began with history of the Internet, moved on to email, and finished with Internet searches. Compared to participants in the well-equipped location, these participants were at a disadvantage due to slow Internet access and the necessity of sharing computers.

Even with these discrepancies in technology and presentation capabilities, survey responses from workshop participants indicated they were pleased with the outcome, learned a lot about computer use, and benefited from the opportunity to practice with technology in a safe, supportive environment. The most successful workshops were those in which adequate numbers of computers were available for participant use and where instructor-participant ratio was small. Greater numbers of instructors and fewer participants at a session provided the opportunity for more one-on-one assistance and more timely feedback. Sessions held in facilities equipped with hypermedia capabilities also seemed to have an advantage. One benefit to both participants and instructors was the ability to project the instructor's computer screen onto a wall screen. This projection capability allowed participants to see exactly what moves were being made by the presenter in addition to hearing the instructions or reading them on a handout. It also gave novice users a chance to see additional applications for computer technology used in an instructional setting.

After having successfully completed the workshops, team members experienced an increased sense of efficacy Comments included, "I feel so much more confident in my computer skills since doing the workshop" and "I know I can teach other teachers, at least the basics. I'll probably keep helping with computers in my building." Many team members have begun to see themselves in a new role, that of "technology assistant." Interest in and use of technology increased among the majority of team members and by every indication, interest in and use of computers has increased for workshop participants as well.

Assessment of Teacher Network Project

Teacher Network participants completed pre-training surveys to determine which skills would be taught in the initial training sessions and what resources were available to the teachers in their schools. Nine months into the program, a random sample of 25 participants was asked to respond to a brief email survey. The purpose of this survey was to determine where participants were in their skill development, implementation of technology in the classroom, and to help staff prepare the next phase of training. Upon completion of a year's training and practice, a third survey gathered information about skill level of the participants. This survey was administered to all 240 participants at the end-of-year training sessions and was used to check perceptions of expertise and evaluate the telecommunications environments in which participants taught. Additionally, follow-up interviews were conducted approximately 16 months into the Project that required participants to reflect on their use of instructional technology in the classroom and to describe their experiences in the outreach seminars.

Results

In the email surveys completed at 6 months teachers were asked to discuss instructional changes occurring in their classrooms as a result of Teacher Network participation, giving examples of ways the Internet had been used in lesson design. A seven- item survey was mailed to a random sample of 25 participants. Seventeen teachers replied to the email survey for a return rate of 68%.

Changes such as greater use of the Internet for research by teacher and students; student and teacher development of rubrics for assessing websites, students' use of the Internet to complete classroom assignments, and the use of hypermedia for classroom presentations were common. Available technology was being utilized. Specific examples included accessing current information on world affairs, locating websites about prominent African Americans, tracking daily temperatures in U.S. cities, analyzing stocks, and reading newspapers in foreign languages. Computers were being used for lesson preparation at home and at school, grading and correcting student assignments submitted on diskettes, development of student web pages, and to facilitate communication with colleagues. Teachers believed much had been accomplished although the learning curve was steep. "The assignments have been challenging." "The amount of time given to this experience has been tremendous. Overall it has been good." "At times I felt overwhelmed with the monthly assignments on top of my regular teaching duties."

Generally, participants were satisfied with their progress. "I feel I could teach a staff member about many things. They know we are in this class and many people have asked for help." "I feel I could teach a staff member about many things. They know we are in this class and many people have asked for help." "I am very happy that I had the opportunity to take this class and learn as much as I have." Most participants became comfortable with the technical aspects of computer use. One teacher stated, "Many people have asked for help. I probably have helped at least 10 people so far this year about various things on the computer and Internet." Another teacher told us," we have already been teaching our colleagues, although not in formal sessions." When asked to describe the most difficult aspects of participation Team members reported technical problems they faced in the home and school setting. One teacher said, "We have just one Internet-accessible computer in our classroom so to do whole class projects is difficult." Additionally, "locking up and having to reboot," was a problem. One teacher found it "very frustrating to try over and over to get linked" and having to "shut it off and tell students we cannot get connected today." "Too little time for online work" was mentioned. One unfortunate teacher reported, "mother board burned out, bad phone cord, and lack of assistance in making repairs."

The evaluation survey completed at 12 months was intended to provide feedback about teachers' perceptions of their level of computer expertise at the end of a year of training and to look at various aspects of the telecommunication environment at their schools. Responses indicated that 92% of team members had at least one computer in their classroom. Of these, 89% said classroom computers were connected to the Internet. Ninety-five percent of teachers reported that they had computer labs in their schools. Eighty-six percent said their technology labs were equipped with 11 or more computers. When asked about types of software currently being used, the least used was hypermedia /multimedia capabilities (68%). Most used were word processing programs (99%). Ninety-six percent said they used email to communicate with colleagues. Fifty-three percent had emailed information to students. And 34% had used email to communicate with parents of students. Seventy percent of the teachers used email at least one hour per week and 71% said they used the Internet at least one hour per week. Team members described changes in teaching strategies attributable to increased computer skills. Ninety-two percent reported significant improvement in their ability to use word processing to produce high quality documents for classroom use. Eight-nine percent said they had experienced a significant "improvement in access to information." Fifty-three percent indicated there had been substantial improvement in their ability to provide individualized instruction.

Surveys completed at the outreach sessions provided information about outreach participants. Demographic and informational responses for original team members (collected at the end of year 1) and for outreach participants (collected at the Fall outreach workshops) were compared. It can be seen that team members and outreach participants appear quite similar with regard to demographic profile. Data indicate a slightly larger percentage of original team members were involved in secondary education as opposed to elementary education with the reverse being true in the outreach population. With regard to educational levels and degrees earned, original team members had slightly more years of formal education than outreach participants; 53% and 47% respectively, held Masters degrees.

Number of years teaching was virtually identical for the two groups; 65% had more than 10 years teaching experience and 35%, 10 years or less in the classroom. Clearly, the majority of team members and outreach participants were veteran teachers. Content area data revealed a slightly greater percentage of original team members were social studies, math, and/or science teachers in comparison to more elementary teachers among outreach participants. Team members and outreach participants were both approximately 75% females and 25% males. One interesting aspect of the teacher profile was the age of participants. In both Team members and outreach participants, 14% indicated they were between 20-29 years old. The 30-39 year old category included 23% and 21% respectively. This suggests that one third of the teachers were less than 40 years of age. Two-thirds were 40 years old or above. Assuming that a teacher's career extends over a 40-year period from approximately 23 years old to 63 years old, approximately one-third of the Teacher Network participants were in the first half of their careers and two-thirds were in the second half. Teachers at mid-career benefited greatly from this program in technology training. These teachers belong to a cohort that was trained and entered the classroom just prior to the technology revolution of the 1980/90s. These teachers recognize the importance of technology in today's classrooms and today's world. They have a great desire to develop their computer skills to catch up with their younger colleagues and students.

Discussion

The Teacher Network project was a three-phase program designed to teach novice computer-user teachers to incorporate instructional technology in the classroom. The Project consisted of Phase l,the initial team training sessions, Phase 2, ten months of online practice with technology, and Phase 3, an outreach component designed to train additional educators in the use of instructional technology. The "teacher-teaching-other-teachers model" contributed significantly to the overall success of the project. This model was based on principles of social cognitive learning theory. The program was developed such that teachers were able to learn about technology from their peers, participate in guided practice, construct authentic lessons, and receive constructive feedback within a supportive social environment. After a year of active participation, team members were more competent, reported using many types of software and had integrated technology into their classroom instruction. The greatest challenge for the Project staff was maintaining the operation of the technology: participants' computers, Project website, email correspondence, assignments. The greatest challenge for the participants was "finding the time" to complete the assignments and design new lessons that incorporated technology. Adequate numbers of staff and technical assistants are essential to keep the Project operating efficiently.

Participants believed their experiences to be beneficial and were satisfied with the outcome (Flowerday & Bruning, 1998). "Assignments were time well spent!" Teachers reported increased levels of confidence and competence. "I am very happy that I had the opportunity to take this class and learn as much as I have. If I hadn't taken this I know I wouldn't have made myself sit down and do as much as I do now. The students have also benefited; they have the opportunity to do some searches and learn about the Internet, which will help them when they reach Jr. High." In one case a participant reported technology was playing an even greater role, "I have received a new position as part time teacher/part time technology coordinator at my building and I look forward to sharing the fruits of this experience with my colleagues." "I was such a novice when I started."

References

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Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice, pp. 229-270. Cambridge, MA: MIT Press.

Bruning, R. (1993). A cognitive perspective on teaching and learning. The Teacher Educator, 28, 24-40.

Bruning, R., Schraw, G., & Ronning, R. (1999). Cognitive psychology and instruction (3rd). Columbus, Ohio: Merrill Prentice Hall.

Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D.C. Berliner & R.C., Calfee (Eds.), Handbook of Educational Psychology, 709-725. New York: Simon Schuster Macmillan.

Flowerday, T. & Bruning, R. (1998). Nebraska U.S. WEST/NSEA Teacher Network Annual Evaluation Report. Lincoln, NE: Center for Instructional Innovation.

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

Woolfolk, A.E., & Hoy, W.K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.

Terri Flowerday, University of New Mexico
Roger Bruning, University of Nebraska--Lincoln
Elizabeth Hoffman, Nebraska Department of Education

Flowerday is Assistant Professor Educational Psychology, and a member of Alliance for Catholic Education: University of Notre Dame. Bruning is Director of Center for Instructional Innovation, and Velma Warren Hodder Professor Educational Psychology. Hoffman is Coordinator of Distance Learning Services and Projects, Nebraska Department of Education and Nebraska Educational Technology Consortium