The InterNet Academy and Beyond.

This article describes a teacher education program's efforts to provide inservice teachers, training in using the Internet through a summer InterNet Academy. Training was held for all levels of experiences from beginner to advanced in the form of Netshops. Data were gathered through pre-and post-Academy surveys. The majority of the teachers reported personal growth as the main purpose for participating in the Academy. They were generally more confident using a computer than in using the Internet, yet reported lack of experience in using computers as an area of concern. The immense amount of information accessible through the Internet was cited as a positive aspect of computer use. Teachers reported that they would use information acquired from the Internet to enhance lessons and develop projects for students. Three months after the InterNet Academy, most teachers were using what they had learned in their classrooms. Selecting cooperating teachers for the training increased the likelihood of our preservice tea chers being placed in environments that support the training they received in their preservice program. It also assured that we maintain a connection with the NetShop graduates as they continue their journey toward more effective integration of technology into their classroom and teaching practice.

The professional world into which preservice teachers will enter will be tremendously influenced by the explosion of information, the ever-widening access, and the mind boggling capabilities presented by the Internet. Reformers who are focused on implementing the National Council for the Teaching of Mathematics Standards in Mathematics (1989) and the American Association for the Advancement of Benchmarks in Science (1993) are effectively using this electronic network to disseminate the many creative mathematics and science education ideas that talented teachers and others are developing across the nation. In addition, the National Council for Accreditation of Teacher Education (NCATE) (1994) has called for teachers to be trained in the use of technology prior to leaving teacher education programs. Student teaching experiences, therefore, must be found that support the training students received in preservice programs. (Holmes Group 1993).

Presently, schools are scrambling to provide their students with the advantages of travel within the information superhighway, which has great potential for equalizing educational opportunities. Though the supply of computers is growing as indicated by a recent estimate of one computer for every 18.9 school children (Market Data Retrieval, 1992), teachers, for many reasons, underutilize computers available in their schools (Communications Development, Inc. 1995; Marcinkiewicz, 1994; Siegel, 1995). Additionally, school districts need counsel in how to enhance the use of electronic network resources through purchases of hardware and software. The potential of technology in our schools can only be realized if teachers "are skilled, competent, confident, and innovative in the educational use of computers" (Makrakis, 1991, p. 47). At the very least school districts should be able to expect that newly prepared teachers will have expertise and practice in using the Internet and involving children in accessing the w ealth of information available. However, one of the greatest challenges facing teacher educators is to present preservice teachers with state-of-the-art skills that they can apply, immediately, to their teaching practice. To provide for this invaluable experience, there is a need to build the knowledge base of cooperating teachers as well as preservice teachers and to identify immediate applications so that the use of this resource becomes as commonplace as more traditional sources.

Description of InterNet Academy Project

The InterNet Academy Project was funded by a mini-grant from the SMART Project, an NSF technology training grant for teachers administered by the Rhode Island Department of Education. The total project provided for an InterNet Academy for elementary and secondary preservice teachers from the University of Rhode Island (URI), a school by school (elementary) thumbnail directory of online computers from which teachers could access e-mail and the Internet, and a series of summer NetShops for inservice teachers, particularly those who supervise URI student teachers.

The purpose of the InterNet Academy project was to enrich the computer capabilities of preservice and cooperating teachers as well as University supervisors so that they can use electronic network resources in connecting with each other and locating and generating valuable teaching resources on the Internet To accomplish this goal, there was a need to provide training and share information about computer facilities so implementation can be immediate and school based, no matter where the preservice teachers do their student teaching.

PURPOSE OF STUDY

The focus of this article is on the background, perceptions, and products of the 48 teacher participants from the summer NetShops. Upon acceptance to NetShop sessions, teachers were asked to fill out a Pre-Academy Survey, which collected information regarding previous computer/technology experiences, sense of efficacy in computer and Internet usage, personal goals for the course, fears or reservations about computers, and perceived positive aspects of computers in schools. Teachers who took a full 3-session sequence evaluated the NetShop contents and wrote learning summaries, which indicated what they gained as well as future implementation plans. Finally, all Netshop graduates were sent a Post-Academy Survey to ascertain personal and profession uses of their newly acquired skills and to determine future training needs. This follow-up was sent four months following the last training session.

NetShops

The InterNet Academy provided five week-long NetShops in the summer of 1996. The NetShops were team led by three elementary teachers trained as leaders by the Teachers in Technology component of the SMART grant. All three of these teachers bad been supervising teachers for URI student teachers. The NetShops were conducted in the Macintosh Computer Lab of a local elementary school. Thus, NetShop participants were able to develop their knowledge and skills in an authentic environment which demonstrated the feasibility of realizing the computer and technology rich instruction which was being presented.

The Academy instructors, along with the university project directors, designed the NetShop contents as a series of short courses that could be taken for university credit. NetShop met for 12 hours (four sessions of three hours each). Teachers could take part in all or part of the series. Thus, teachers could join the Academy at their level of expertise and take as many as three consecutive sessions. A description of the NetShops follows:

NetShop 1--Use electronic networks to facilitate conversations on education topics. Online sharing of lesson plans, internet resources, evaluations, and other student/teacher related content. Locate useful teaching/learning resources on the Internet that will enhance student lessons. Learn how to use Netscape.

NetShop 2--Build on topics of NetShop 1. Organize online information in order to make it more useful. Create, organize, and use bookmarks.

NetShop 3--Build on topics of previous NetShops. Investigate student and teacher online projects and listservs.

NetShop 4--Learn how to construct a web page.

NetShop 5--Learn how to use technology such as Power Point and HyperStudio to enhance presentation of information and provide a new medium for creative student projects.

Participants

Participants were recruited from all schools, statewide, which had URI student teachers. Priority for participation was given to teachers who have mentored student teachers. Of the 48 teachers who participated in the NetShops, 20 had served as cooperating teachers. Only about two-thirds of the participants took the course for university credit even though the course fees were about $300 less than normal summer school fees for a three-credit course. Thus, the course credit was not a great incentive for all teachers. All grade levels-K through 8 were represented as well as eight resource teachers (e.g., library/media, ESL, Math, Speech). The overwhelming majority of participants were just beginning to use computers and only a few teachers signed up for the advanced applications sessions (NetShops 104 and 105); thus, the beginning sessions were repeated as subgroups during the advanced netshops. The team teaching approach allowed the flexibility to make these adjustments.

Pre-Academy Survey

Twenty-nine of the 48 participants completed the pre-Academy survey on their use of technology, sense of efficacy in computer and Internet usage, personal goals for the course, fears or reservations about computers, and perceived positive aspects of computers in schools.

The questions for this survey were shaped by education literature. Teacher change literature posits that teachers beliefs must change in advance of lasting changes in practice (Richardson, 1990). Thus, a survey to tap into teacher beliefs about computers and technology was an important first step in developing the NetShop sessions. In addition, Marcinkiewicz (1994/95) found three variables which predict whether computers will be integrated into classroom use. First, a teacher's sense of competence with computers leading to a motivation to pursue computer literacy to mastery was a powerful factor. Second, perceived relevance that computers are instrumental to improving instruction is strongly associated with adoption behavior. Third, the teachers' innovativeness or willingness to change is strongly related to future integration of computers into their teaching and classroom.

Previous experience. Teachers were asked to indicate whether they used any of a total of 19 technologies such as VCR's and video cameras, computers and computer programs, and specific Internet and e-mail applications. Teachers' experience with technology was relatively mixed. A few teachers had very limited experience with even the most commonplace of technologies such as VCR's and video cameras. Responding teachers either used an IBM (33 %) or a Macintosh (67%), but not both. Most of the computer use related to word processing (83 %), with much less experience with applications such as graphics (28 %) or spreadsheets (21 %). Approximately half of the respondents had some experience with e-mail and the Internet. Less than one-third of the participants had experience with Netscape, the Internet access program used in the InterNet Academy.

Efficacy. The Pre-Academy Survey asked teachers to rate themselves on a 3-point scale (no doubt, need help, grave doubts) related to their sense of efficacy in computer and Internet use. Efficacy is seen as the teachers' perceived power to produce results or intended effects when using computers or other forms of technology. Generally, teachers were more confident in using computers than in using the Internet. Forty-one percent of the respondents indicated "grave doubts" about their ability to use the Internet. While only six of the respondents had no doubt of their ability in this area. Sixteen of the teachers responding indicated needing some help in using a computer and seven reported having grave doubts as to their ability to use a computer. Not surprising, teachers who reported having no doubts about their ability to use computers or the Internet also had a great deal of experience with different technologies (e.g., VCRs, scanners, computers). Particularly interesting was the fact that some teachers had never used even some very commonplace technologies (e.g., five teachers had never used a VCR and 11 had never operated a video camera!).

Personal goals. Participants were asked what their personal goals for taking the course were. The 29 respondents gave a total of 58 different reasons for taking the NetShops. These responses fell into four general categories: (a) to develop basic skills, (b) to expand skills, (c) to use the Internet to teach and find resources, and (d) to learn advanced applications. About a quarter of the responses related to wanting to start to learn about computers and the Internet. One teacher identified her goal as, "To become comfortable with using computers and to learn all about using the Internet and that I can be up with the times." Another 26% of the responses related to expanding existing skills and knowledge, "to become a more efficient user of Netscape." Forty-one percent of the stated goals related to learning to use the Internet to teach and to find resources, "I would like to use the Internet to find lesson plans and teacher related materials." Finally, only 9% of the responses indicated a desire to use advan ced applications, "to be able to create a web page and to be able to effectively teach it to students."

Fears and reservations about computers. Participants were asked what their greatest fears or reservations about computers were. In all, 33 different items were named in this area. These responses fell into four categories: (a) lack of experience, (b) worry about getting stuck or breaking the computer, (c) concerns about the advisability of using computers, and (d) those without fear. About a third of the concerns related to the teachers' lack of experience, "My limited knowledge of them and my limited involvement with them, when it seems the rest of the world is all connected with them. Time I jumped on board!" Another third of the responses related to fear of getting stuck or breaking the computer, "I'm afraid I'll ruin the computer somehow by forgetting to do something, or by doing something wrong." Says another teacher, "Every time I use the computer, something goes wrong and it ends up taking more time and I don't get the job done." Another example of quotes in this area, "getting into a program and not b eing able to get out." Some teachers (15% of the responses) took this question to relate to the larger question of whether we should be using computers and technology in classrooms to such a great extent. One teacher stated, "People will think that computers in the classroom will accomplish the impossible; computers are a poor substitute for good teachers and caring parents. Students will have to carefully evaluate all information they access online." Finally, 12% of the responses indicated no fears or reservations.

Positive aspects of educational computer use. Teachers were asked to indicate, "What are some positive aspects about using computers for educational purposes?" Teachers offered more than one purpose resulting in a total of 60 responses. Reducing the categories was somewhat difficult due to the range of benefits cited. The largest groups (18% each) related to the ability to access an incredible amount of material from diverse sources (e.g., "...you can access current, up-to-date material on a wide variety of subjects") and the use of computers as tools for teachers (e.g., professional parent communication) and children (e.g., "They serve as a wonderful tool in the classroom to support the writing process..."). The next most frequent responses (17% each) cited the potential for enrichment (e.g., children becoming familiar with their world as a friendly neighbor) and motivation (e.g., They are highly motivational...). Twelve percent of the benefits related to the need to develop computer literacy as a necessary life skill for the 21st Century (e.g., New educational goals are all geared toward computer literacy...). Finally, teachers saw the advantages of computers in working with special learning needs of**** children, (e.g., "Computer programs are available for all types of learners and students' individual needs are better met.") Only a couple of teachers said, "You tell me!" Thus, even before taking the NetShops, teachers perceived many different advantages of greater computer use in classrooms.

NetShop Evaluations and Summaries

After each NetShop, teachers were asked evaluate their experience and to indicate how they would use what they leamed in the future. NetShops facets were rated on using a 5-point Likert scale (e.g., 1 =No, Lousy! Boo! to 5=A hearty yes! Great!). Evaluations of the InterNet Academy were overwhelmingly positive. Teachers indicated that the objectives were clear, the topics useful and interesting, and the instructors were well prepared and knowledgeable. In the 10 separate categories, the ratings generally averaged between 4.5 and 5.0 out of the 5-point scale. Teachers found comfort in having fellow classroom teachers as instructors and having the workshop located in an elementary school. The instructors were able to relate specific school-based examples of uses of computers, e-mail, and the Internet.

Teachers who participated in the first three NetShops completed learning summaries in which they indicated what they learned and future plans for implementing computer and Internet use in their own classrooms in the coming year. In all, 21 teachers did this assignment. In terms of what they learned, there were 56 separate responses which generally fell into two categories: learning to use the computer and manage the specific programs such as Netscape and Eudora (61 %), and utilizing the newly developed skills to use listservs and search engines to locate specific instructional information on the web (39 %). Among the topics explored were math activities and lessons, information on natural disasters, dinosaur facts, and updates on the Iditarod race in Alaska.

Future Plans

Responses to how teachers planned to use what they learned in the future ranged from simply continuing to use e-mail for personal use or for gathering information on curriculum topics to fully developed projects for students using the Internet. Many worked on these projects during their Academy experience and set up bookmarks for themselves and their students to use on specific projects. There were 25 separate responses that can be divided into four categories. Eleven out of the 25 simply said they were going to use the research they conducted by way of the Internet to develop lessons and classroom activities. Seven planned to have students research topics on the Internet or use e-mail to communicate with others. Five responses indicated they planned to continue to use the Internet to search for teaching ideas and materials. And two teachers wanted to teach others, students and colleagues, some of what they had learned in the NetShops.

Post-Academy Survey

Surveys were sent to all participants of the InterNet Academy in order to ascertain whether the skills acquired during the Academy were used for personal and/or professional purposes during the school year. Teachers were asked to describe how the skills were used, and to provide information on further assistance or training required to enhance their Internet skills.

Eighteen participants responded to the survey. Three had purchased computers as a result of their newly developed interest in technology. All had used the knowledge and skills for either a personal or professional purpose. Five teachers had not yet used the Internet at school. Two said they had "just not gotten to it," and three cited problems with their computer or the lack of a functioning modem or other online connection. With one exception, the other 13 teachers were using their new Internet skills for both personal and professional purposes. In terms of school use, teachers: created school and classroom homepages, investigated shipwrecks, Monarch butterflies, and sea turtles, hooked up with a geography contest, and e-mail projects with students from many parts of the United States, Canada, Mexico, and New Zealand, collected lesson plans and online math/science projects, set bookmarks for student use on yearly themes, joined lists such as Kidsphere, and started an Internet Club.

Assistance or training. When asked to provide information as to what further assistance or training would be needed to enhance their Internet skills for either personal or professional purposes, teachers asked for more training on the Internet and on technology (e.g., scanning, creating web pages) in general. One teacher recommended that administrators be required to take the training "...so they would support our requests for computers in the school for faculty use!" Others reported problems with the ability to access the Internet due to either software or hardware problems (some lost their e-mail account provided by the university at the end of the summer and are having difficulties getting new accounts either through the university or the State).

The statements of the teachers demonstrated a more sophisticated knowledge of computers and technology in that their interests were much more focused than those indicated by their goals listed in the Pre-Academy Survey. The following examples illustrate typical responses,

I would be interested in learning more about the process of searching the Web. The various search engines seem to have different protocols and, as a media specialist, I am particularly interested in successfully locating information. I need to learn how to narrow the search field so that I am not wasting time with a lot of useless hits.

What I need, like most people, is more time. I would like to see how teachers actually use the Internet with their students for lessons, beyond the class first researching themes.

...I think it would be helpful to learn about ways to integrate the computer into the classroom curriculum. What projects are others involved in? How is the computer time managed-both in the lab and with the one in the classroom? How are students (at the elementary level) using the Internet?

CONCLUSIONS

Sheingold and Hadley (1990) identified the development of teacher skills in education computer use as a process requiring time, support, and colleagues to work with for the technology to become integrated. The Academy provided these elements and clearly those who participated in the NetShops of the InterNet Academy found them useful. Many learned how to find their way around the Web and located resources that could help them in their personal as well as professional life. Future InterNet Academies would best serve past and future participants by providing introductory NetShops, as was the case during the first InterNet Academy, as well as training that would model for teachers ways in which these skills could be used in the classroom and address some of the more practical, management issues. The use of highly trained classroom teachers as instructors and a real elementary computer lab as the setting were critical to the success of this project. By selecting cooperating teachers for the training, the likeliho od of continued connections with the NetShop graduates as they continue their journey toward more effective integration of technology into their classroom and teaching practice was increased.

References

American Association for the Advancement of Science (1993). Benchmarks for Science Literacy: Project 2061. New York: Oxford Press.

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Holmes Group, The. (1990). Tomorrow's schools: Principles for the design of profession development. East Lansing, MI: Author.

Makrakis, V. (1991). Computer-resource teachers: A study and a derived strategy for their use in inservice training. Computers Education. 16(1), 43-49.

Marcinkiewicz, H.R. (1994). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26(2), 220-237.

Marcinkiewicz, H.R. (1994/95). Differences in computer use of practicing versus preservice teachers. Journal of Research on Computing in Education, 27(2), 184-197.

Market Data Retrieval, (1992, August, 18). Meanwhile "microintensity." Educational Technology News, 1.

National Council for the Accreditation of Teacher Education (NCATE) (1994). NCATE standards: Unit standards. Washington, DC: Author

National Council for the Teaching of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.

Richardson, V. (1990). Significant and worthwhile change in teaching practices. Educational Researcher, 19(7) 10-18.

Sheingold, A., & Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. New York: Bank Street College, Center for Technology in Education.

Siegel, J. (1995). The state of teacher training: The results of thc first national survey of technology staff development in schools. Electronic Learning, 14(8), 43-53.

Author Note

Funding was provided by NSF through the Rhode island Department of Higher Education.