The Development of a Technology Committee in Undergraduate Teacher Education Courses: Is this an Effective Strategy?Preparing teacher education students for technology applications can be overwhelming considering the all the other information that needs to be addressed in teacher education courses. However, it is important for teacher educators to begin an integration of technology in many areas in order for graduates to have the necessary skills to work effectively in K-12 schools. In an effort to provide a beneficial experience with technology, a technology committee was formed in two undergraduate teacher education courses to facilitate a more effective integration. A survey was administered to determine the confidence level of using computers over a semester se·mes·ter n. One of two divisions of 15 to 18 weeks each of an academic year. [German, from Latin (cursus) s , a reflective Refers to light hitting an opaque surface such as a printed page or mirror and bouncing back. See reflective media and reflective LCD. computer log kept by students was analyzed an·a·lyze tr.v. an·a·lyzed, an·a·lyz·ing, an·a·lyz·es 1. To examine methodically by separating into parts and studying their interrelations. 2. Chemistry To make a chemical analysis of. 3. , and the instructor's notes were included in the data collection. Results from the data analysis indicated that this was an effective strategy. The growing use of various technology is prominent in today's society. Schools offer the use of technology so that students will be prepared for further education, careers, and functioning in society. Teacher educators will need to expose preservice teachers to the use of a variety of technologies to effectively prepare them for educating today's children Today's Children was the first nationally syndicated radio soap opera in the United States. Created and written by Irna Phillips, it aired from flagship station WMAQ in Chicago from 1932 to 1938, and later in national syndication (without the involvement of WMAQ) from 1943 . According to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. LeBaron and Bragg (1994), if technology applications are valid for emerging school practice, then they should be included in teacher preparation. Effective integration of technology into teacher education is often limited to basic courses in technology applications and are not woven A woven is a cloth formed by weaving. It only stretches in the Bias directions (between the warp and weft directions), unless the threads are elastic. Woven cloth usually frays at the edges, unless measures are taken to counter this, such as the use of pinking shears or hemming. into the overall teacher preparation program (Lampert & Ball, 1990). Literature Perspectives Educational initiatives in many states are beginning to focus on the inclusion of technology (Fawson, 1992). State curriculum guides and mandates include technology objectives along with the content goals. However, many preservice and inservice teachers do not feel prepared to use new technologies and express concerns and fears regarding the integration of technology into their instruction (Heinich, 1991). Perelman Per·el·man , S(idney) J(oseph) 1904-1979. American writer known especially for his satirical pieces in the New Yorker. (1992) suggested that failure to teach the necessary technological skills may result in a lack of preparedness pre·par·ed·ness n. The state of being prepared, especially military readiness for combat. Noun 1. preparedness - the state of having been made ready or prepared for use or action (especially military action); "putting them that cannot be rectified rectified refined; made straight. in subsequent inservice training. Teacher education programs need to capitalize on Cap´i`tal`ize on` v. t. 1. To turn (an opportunity) to one's advantage; to take advantage of (a situation); to profit from; as, to capitalize on an opponent's mistakes s>. this opportunity to prepare preservice teachers in order to build better schools for tomorrow (Parkway & Stanford, 1992; Carnegie Carnegie (kärnĕg`ē, kär`nəgē), borough (1990 pop. 9,278), Allegheny co., SW Pa., an industrial suburb of Pittsburgh; inc. 1894. A steel town, it has coal mines and plants that make chemicals and electrical equipment. Forum on Education and the Economy, 1986). As stated by Langone, Wissick, Langone, and Ross Ross , Sir Ronald 1857-1932. British physician. He won a 1902 Nobel Prize for proving that malaria is transmitted to humans by the bite of the mosquito. (1998), "A teacher preparation program may be the first effort toward graduating teachers who are at the beginning stages of technology implementation" (p.295). Computer-related instruction has most often been included in teacher education programs as either a computer-specific course and/or and/or conj. Used to indicate that either or both of the items connected by it are involved. Usage Note: And/or is widely used in legal and business writing. incorporated into some education courses (Topp, 1996). According to Johnson and Harlow Harlow, city (1991 pop. 79,150) and district, Essex, E England. Harlow was designated one of the new towns in 1946 to alleviate overpopulation in London. It grew rapidly to become a significant residential and industrial city. (1993), most teacher education programs offer, and some even require, a computer-specific course. However, several researchers support the integration of technology in teaching and learning activities within graduate and undergraduate methods courses (Weibe, 1995). In a study conducted by Flake flake an epidermal scale. flake Cocaine, see there (1990), the importance of effective, hands-on hands-on adj. Involving active participation; applied, as opposed to theoretical: "We're involved in hands-on operations, pulling levers, pushing buttons" Arthur R. Taylor. technology models for preservice teachers was emphasized. Flake found that student teachers who were initially resistant to the use of computers overcame this resistance due to the instructor's seamless integration An addition of a new application, routine or device that works smoothly with the existing system. It implies that the new feature or program can be installed and used without problems. Contrast with "transparent," which implies that there is no discernible change after installation. of computer practice into instruction. Flake (1990) reported that not only did the students overcome resistance, but they also became powerful advocates for the integration of technology throughout the curriculum. Statement of the Problem According to Brush (1998), teacher education students are graduating with limited knowledge of "one of the most revolutionary sets of instructional tools of the past two decades," (p. 244). As K-12 schools increase the use of technology tools, they will expect teacher education programs to prepare new teachers with the ability not only to use technology, but to serve as models for other teachers (Brush, 1998). In an effort to provide more integration of technology applications in teacher education courses, a "technology committee" was developed. The purpose of this study was to determine the effectiveness of a technology committee as part of teacher education courses and for increasing students' computer usage as teachers. Technology Committee Activities At the beginning of the semester, teacher education students were asked to volunteer to serve on a "technology committee" for the class. There were other "types" of committees for students to serve on, so these students were not performing an "extra duty" as compared to others in the class. Students were not required to have extensive experience with computers; they just needed the interest and extra time available. After a committee was formed, this small group of students (five-six students) met with the instructor to schedule short meetings to learn more about technological applications that could be applied in this course. These short sessions were held in the computer lab and included applications such as e-mail, searching the Internet Internet Publicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the , using presentation programs, setting up databases, using graphing programs, desktop publishing desktop publishing, system for producing printed materials that consists of a personal computer or computer workstation, a high-resolution printer (usually a laser printer), and a computer program that allows the user to select from a variety of type fonts and sizes, , and reviewing educational software. The committee met for a total of three sessions, once each week for the first three weeks of the semester, and each session lasted anywhere from one hour to one and a half hours. The computer lab was scheduled in advance so that this committee could meet alone without interruptions. After these working sessions, the members of this technology committee shared technological information with other classmates Classmates can refer to either:
Summary of Methods and Procedures A survey (Castleman, 1995) was administered to all students in two sections of an undergraduate teacher education class at the beginning and again at the end of the semester. This survey was quantitatively analyzed to determine levels of computer knowledge and confidence in using computers. Using a reflective computer log, students were required to document their activities that involved computer usage (e.g., course assignments, time spent in lab), especially working with fellow class members. This log was analyzed to determine the level of involvement of the technology committee. In addition, the instructor kept field notes of technological applications included by students during class and in the field experiences. Results Because specific learing outcomes and computer skills would be difficult to determine over this short period of time, the survey was given to examine the overall confidence and current knowledge students had in using computers. By gaining confidence in using computers, students are more likely to "take risks" in learning additional technological applications that may be needed in the future. During a short semester in teacher education courses, it is difficult to teach specific computer programs or to give students specific examples of applications they may need in the future. In addition, every school is provided with a different level of technological resources available for teachers to use. If students are comfortable in using computers and have confidence in themselves to try computer applications, they can adapt to the various situations that would arise. One portion of the survey included two specific items that were analyzed to determine the confidence level and current knowledge of computers that students had over the semester. Students were asked to "rate their current knowledge of computers" and to respond to "when using a computer my confidence level is..." The results indicated that students had an increase in their computer knowledge and showed an increased confidence level in using computers. The results from these items are given in Figures 1 and 2. The other portion of the survey was analyzed to determine various perspectives of using computers. Table 3 shows these items with Pre PRE Preformatted Text (HTML) PRE Physical Review E (American Physical Society journal of statistical, linear, & soft-matter physics) PRE Pura Raza Española (Spanish: pure Spanish breed) and Post means and the mean differences. As the results indicate, there was a significant increase in items 6, 7, and 8. The essence of these items was comfort and confidence in using computers. Using a reflective computer log, students documented their activities that involved computer usage, the time they spent doing these activities, and the people they worked with during the semester. The analysis of this documentation indicated that students spent most of their time word processing word processing, use of a computer program or a dedicated hardware and software package to write, edit, format, and print a document. Text is most commonly entered using a keyboard similar to a typewriter's, although handwritten input (see pen-based computer) and , communicating using e-mail, and searching the World Wide Web (Web). The average time spent using the computer was 6-10 hours per week. Students were allowed to chose a committee member(s) to work with and they usually worked in pairs or groups of three. Members of the technology committee worked with fellow students periodically during the first five weeks of the semester. However, this involvement dropped off for the remainder of the semester and students tended to work on their own. During the semester, the students were using technological applications in their assignments and in their instructional activities with elementary students. Other activities, documented by the instructor, included technological applications used during lessons taught in elementary schools elementary school: see school. , computer generated presentations of class projects, electronic diagnostic portfolios (generated by the computer), interviews for various projects conducted by way of e-mail, and resources obtained using the Web. Many times during the semester, students would comment about how they preferred to work with peers in learning more about technology. They mentioned that they felt less intimidated in·tim·i·date tr.v. in·tim·i·dat·ed, in·tim·i·dat·ing, in·tim·i·dates 1. To make timid; fill with fear. 2. To coerce or inhibit by or as if by threats. and were not afraid to ask questions of their peers, as they were afraid to ask anything in their computer classes. Students indicated the convenience of being able to call fellow classmates when they had questions, needed assistance on a class project, or wanted to schedule time to work together. Most students worked together later in the evenings when they normally worked on class assignments. Overall, this experience went smoothly and there were only a few minor problems for students working on this committee. When students were working with each other using e-mail, they discovered that "not all e-mail programs Software in the user's computer that can access the mail servers in a local or remote network. Also known as an "e-mail client," "mail client," "mail program," and "mail reader," it provides the ability to send and receive e-mail messages and file attachments. are the same." However, most e-mail programs have essentially the same features, so it was just a matter of looking into these. Other minor problems students had to deal with were simply technical difficulties that were beyond their control. These included technical problems such as incorrect passwords in e-mail, internet server down times, printing problems, and slow connections to the campus computer system. CONCLUSIONS The results from this study suggest that developing a technology committee is a useful technique for teacher educators interested in integrating the use of technology in their courses. For a teacher educator to attempt this integration without assistance can be overwhelming in addition to the regular course work. By implementing the strategy of a technology committee, teacher educators can achieve a wide spread integration without it being a time consuming endeavor. This strategy could increase the technological experiences students have during their teacher education courses. References Brush, T.A. (1998). Teaching preservice teachers to use technology in the classroom. Journal of Technology and Teacher Education, 6(4), 243-258. Castleman, J.B J.B . Job’s trials in modern setting and idiom. [Am. Lit.: J.B.] See : Suffering J.B . testing of contemporary Job. [Am. Lit.: J.B.] See : Test . (1995). Decreasing computer anxiety and increasing computer usage among early childhood education majors through a hands-on approach in a non-threatening environment. Practicum practicum (prak´tik  m),n See internship. Report: (ERIC Document Reproduction service ED No. 389 271) Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21st century. New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Carnegie Corporation. Fawson, E.C. (Ed.). (1992). Focus on reform: State initiatives in educational technology. Washington Washington, town, England Washington, town (1991 pop. 48,856), Sunderland metropolitan district, NE England. Washington was designated one of the new towns in 1964 to alleviate overpopulation in the Tyneside-Wearside area. , DC: Association for Educational Communications and Technology The Association for Educational Communications and Technology is an academic and professional association dedicated to the effective use of technology in education. Members provide leadership in the field by promoting scholarship and best practices in instructional technology. . Flake, J.L. (1990). Preparing teachers to integrate computers into mathematics instruction. Journal of Computers in Mathematics and Science Teaching, 9(4), 9-16. Heinich, R. (1991). Restructuring restructuring - The transformation from one representation form to another at the same relative abstraction level, while preserving the subject system's external behaviour (functionality and semantics). , technology, and instructional productivity. In G. Anglin (Ed.) Instructional technology There are two types of instructional technology: those with a systems approach, and those focusing on sensory technologies. The definition of instructional technology prepared by the Association for Educational Communications and Technology (AECT) Definitions and Terminology : Past, present, and future. Englewood, CO: Libraries Unlimited. Johnson, D.L., & Harlow, S.D. (1993). Current research in technology and teacher education: Three phases of our mission. In H.C. Waxman & G.W. Bright (Eds.), Approaches to research on teacher education and technology (pp.61-65). Charlottesville, VA: Association for the Advancement of Computing computing - computer in Education. Lampert, M., & Ball, D.L. (1990). Using hypermedia hypermedia: see hypertext. The use of hyperlinks, regular text, graphics, audio and video to provide an interactive, multimedia presentation. All the various elements are linked, enabling the user to move from one to another. technology to support a new pedagogy of teacher education. Issue paper 90-5. East Lansing East Lansing, city (1990 pop. 50,677), Ingham co., S central Mich., a suburb of Lansing, on the Red Cedar River; inc. 1907. The city was first known as College Park, but was renamed when it was incorporated. , MI: The National Center for Research on Teacher Education. Langone, C., Wissick, C., Langone, J., & Ross, G. (1998). A study of graduates of a technology teacher preparation program. Journal of Technology and Teacher Education, 6(4), 283-302. LeBaron, J.F., & Bragg, C.A. (1994). Practicing what we preach preach v. preached, preach·ing, preach·es v.tr. 1. To proclaim or put forth in a sermon: preached the gospel. 2. : Creating distance education models to prepare teachers for the twenty-first century. The American Journal of Distance Education American Journal of Distance Education (AJDE) is an academic journal of research and scholarship in the field of distance education in Americas, with particular emphasis on the uses of Internet (e-learning, distributed learning, asynchronous learning and blended learning). , 8(1), 5-19. Parkay, F.W. & Stanford, B.H. (1992). Becoming a teacher: Accepting the challenge of a profession, 2nd Ed. Boston: Allyn and Bacon. Perelman, L.J. (1992). School's out: Hyperlearning hyperlearning Informatics A process of acquiring information common in multiple work tasks and occurs in a multidimensional space formed by a matrix of digitally integrated information technologies with human and nonhuman components , the new technology, and the end of education. New York: William Morrow
Topp, N. (1996). Preparation to use technology in the classroom: Opinions by recent graduates. Journal of Computing in Teacher Education, 12(4): 24-27. Wiebe, J. (1995). Editor's remarks: The need to teach people about computers. Journal of Computing in Teacher Education, 11(3): 2-3.
Additional Results from
Survey (Castleman, 1995)
5=strongly agree; 4=agree; Jundecided; Mean
2=disagree; l=strongly disagree Pre
1. The Computer is awonderfist invention. 4.65
2. Computers make life much easier. 4.48
3. Computers have unlimited application possibilities. 4.17
4. Eveiy teacher should know how to use Computers 4.67
5. Computers are fast and efficient at information processing. 4.52
6. 1am comfortable when using a Computer. 3.55
7. A Computer is as easy to use as a typewriter. 3.82
8. 1am confident that I can learn to use Computerl 4.29
and effectively.
9. I look forward to learning new applications fo 4.18
Computer.
10. Ienjoyusingthe Computer. 4.09
n=54
5=strongly agree; 4=agree; Jundecided; Mean
2=disagree; l=strongly disagree Pre
1. The Computer is awonderfist invention. 4.67
2. Computers make life much easier. 4.72
3. Computers have unlimited application possibilities. 4.42
4. Eveiy teacher should know how to use Computers 4.74
5. Computers are fast and efficient at information processing. 4.67
6. 1am comfortable when using a Computer. 4.21
7. A Computer is as easy to use as a typewriter. 4.33
8. 1am confident that I can learn to use Computerl 5.61
and effectively.
9. I look forward to learning new applications fo 4.53
Computer.
10. Ienjoyusingthe Computer. 4.43
n=53
5=strongly agree; 4=agree; Post-Pre
Jundecided;
2=disagree; l=strongly disagree Mean Differences
1. The Computer is awonderfist 0.02
invention.
2. Computers make life much 0.24
easier.
3. Computers have unlimited 0.25
application possibilities.
4. Eveiy teacher should know how 0.07
to use Computers
5. Computers are fast and 0.15
efficient at information
processing.
6. 1am comfortable when using a 0.66
Computer.
7. A Computer is as easy to use as 0.51
a typewriter.
8. 1am confident that I can learn 0.51
to use Computerl
and effectively.
9. I look forward to learning new 1.31
applications fo
Computer.
10. Ienjoyusingthe Computer. 0.34
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