Changing Teacher Education Faculty: Mission Possible

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Changing Teacher Education Faculty Mission
Possible

• Keith Wetzel, ASU West
• Mia Kim Williams, ASU West

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Purpose

• College of Education (COE) Faculty sought reasons
  why our graduates did not feel prepared to teach
  with technology.
• They did not see modeling of technology use by
  faculty in preservice courses.
• They did not see exemplary practices in K-12
  classrooms during field experiences.

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Purpose

• In response, we developed a unified program to
  advance technology integration.
• Supported by PT3 funding
• This article shares an evaluation of the
  effectiveness of the project
• To prepare faculty to incorporate technology into
  their curriculum
• To describe strategies used to facilitate
  technology integration

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Theoretical Framework

• Change must occur at the College of Education
  level and in the COE classroom

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Theoretical Framework

• Common characteristics of exemplary programs
• Committed and informed leadership
• Curriculum that addressed standards (e.g. ISTE /
  NECATE teacher technology standards)
• Adequate technical and curriculum integration
  support
• Various forms of professional development
• Adequate access to hardware and software for
  faculty and students
• Critical mass of faculty who implement technology
  in their classes

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Theoretical Framework

• Common elements necessary to support technology
  integration in the classroom
• Shared vision of proactive leadership and
  administrative support
• Access to current technologies
• Educators skilled in the use of technology for
  learning
• Professional development opportunities for
  technology skills development and reward
  structures for participation
• Timely technical assistance

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Program Description-Context

• ASUW-College of Education
• Urban University
• 800 Students in Field Experiences
• Many Adult Students
• Four Semester Program
• Students Enter as Juniors

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Faculty Preparation

• Goal to create models for preservice teachers
• Unified approach
• Questionnaires listing proposed technology
  topics, complexity, and preferred dates

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Technology Integration Support

• Project supported two educational technology
  specialists
• Worked one-on-one with faculty to develop
  integrated curriculum
• Modeled technology use and/or assisted faculty in
  the classroom
• Promoted self-confidence in faculty use of
  technology

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Departmental Planning

• Collaborated with Department Chairs
• Unified and meaningful approach to technology
  across four semesters of teacher education
  program
• Tied integration to ISTE NETS-T
• Matrix of courses
• Frequent meetings

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Number of DepartmentPlanning Meetings
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Data Source Analysis

• Faculty Syllabi
• Description of Technology and Standards
• Faculty uses of technology clustered around

• Faculty presentations
• Faculty assignments
• Web page course support

• On-line course support
• Student assessment
• see paper for full descriptions of criteria

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Sample Description from an Early Childhood Course
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Results

• Baseline data from 1998 revealed that 22 of
  faculty modeled the use of technology
• In 2001, 83 of the faculty were implementing one
  or more of the NETS-T in their classes 73 of
  faculty used technology in ways that supported
  two or more of the NETS-T

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Results

• 42/50 fulltime faculty participated in at least
  one professional development opportunity over
  three year project

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Results

• Faculty participated in workshops lasting from a
  half-day to a week.

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Results

• High faculty participation established a critical
  mass of technology users
• Committed and informed leadership
• Department Chair participation
• Resources provided

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Importance of the Study

• Majority of full-time faculty modeled important
  ISTE NETS-T in their classes
• Discussed factors thought to contribute to the
  change process and led to faculty implementation
  of NETS-T

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Contact Information

• Dr. Keith Wetzel, keith.wetzel_at_asu.edu
• Mia Kim Williams, mia.williams_at_asu.edu
• Website for presentation artifacts
• http//www.west.asu.edu/pt3