TICKIT Overview and Research: Rural Teacher Technology Integration

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TICKIT Overview and ResearchRural Teacher
Technology Integration

• Curtis J. Bonk, cjbonk_at_indiana.edu
• Indiana University
• http//php.indiana.edu/cjbonk/

May 19, 2003
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TICKIT

• Teacher Institute for Curriculum Knowledge about
  Integration of Technology

http//www.iub.edu/tickit
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Overview of TICKIT

• In-service teacher education program

• Rural schools in central southern Indiana

• Supported by participating school systems, Arthur
  Vining Davis Foundations and Indiana University

• Cohorts of 4-6 teachers from 4-6 school
  corporations

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TICKIT Emerged in Fall, 1998
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TICKIT Goals

• Knowledge, skill, confidence

• Thoughtful integration of technology

• Leadership cadres in schools

• Link schools and university

• Help schools capitalize on their technology
  investments

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Original Teacher Goal Statement

• Obviously, Im technologically in the Dark Ages.
  My students are so computer savvy that I feel I
  must at least attempt to catch up with them.
  Debbie White, North Gibson
• We have a state-of-the-art building, so now we
  need a state-of-the-art curriculum that uses that
  technology. - Linda Seib, Madison

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Program Structure

• Teachers attend three workshops at I.U. for a
  total of 4 days

• Curriculum-based, technology supported classroom
  unit or lesson each semester

• In-school workshops to support teachers in their
  unit or lesson design

• Final products are two action research reports

• Reports to colleagues and school giveback

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Program Structure

• Various online activities using a course
  management tool (COW, Virtual University,
  Blackboard, Web CT, Oncourse)
• Article critiques
• Chats with technology experts (Bernie Dodge,
  Annette Lamb)
• Free Tool Reviews

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TICKIT Program DescriptionACOT Principles Used

• Situate staff development activities in
  classrooms
• Teams of teachers, not individuals
• Constructivist learning approach modeled by
  facilitators
• Ongoing conversation and reflection about
  practice
• Teachers develop lessons or units, and actually
  teach them
• Provide long-term follow-up support

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The TICKIT Program Model

• Classroom Curriculum Projects
• Provide structure for teacher goal-setting and
  implementation
• Apply what learn by developing and teaching units
• Teacher Choice
• Do not persuade to use a particular theory or
  method
• Urge teachers to integrate technology into what
  they already do to add value
• Present an array of possibilities for integration
  projects

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TICKIT Program Model, Cont

• Expect Systematic Evaluation, Self-reflection,
  and Revision of Practice
• Provide for electronic and face to face
  collaboration with colleagues and coaching by
  TICKIT staff
• Provide audiences and venues for reports and
  reflections on practice
• Provide a Structure for Leadership Cadres to
  Assist Other Teachers Locally

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I. TICKIT Information Center
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II. TICKIT Learning Center
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III. TICKIT Meeting Hall
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Reading Reactions
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Critical Friend Activities
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Guest Expert Chats
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Free Technology Reviews
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Thoughtful Team Reflections
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IV. TICKIT Resource Center
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V. TICKIT Project Gallery
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• Typical TICKIT Training and Projects
• Web Web quests, Web search, Web edit/pub.
• Includes class, department, or school website.
• Write Electronic newsletters, book reviews.
• Tools Photoshop, Inspiration, PowerPoint.
• Telecom e-mail with foreign countries Key pals.
• Computer conferencing Nicenet.org.
• Digitizing using camera, scanning, digitizing.
• Videoconferencing connecting classes.
• Web Course HighWired.com, MyClass.net,
  Lightspan.com, eBoard.com

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Technology Integration Reviews
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1998-2002 Project Examples
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2002-2003 Project Examples
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TICKIT Teachers
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Research Question

• Do teachers who have been through the TICKIT
  program differ from teachers who have not on
  dimensions of computer integration?

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Effective Professional Development
Components Description
Form Reform vs. traditional (Study groups or networks vs. workshops or conferences).
Duration Number of hours and span of time.
Collective participation Participation by established groups (same school, grade, department vs. educators from various schools).
Content focus Professional development aimed at increasing disciplinary knowledge.
Active learning Meaningful analysis of teaching and learning (examining student work, getting feedback on teaching).
Coherence Degree of consistency between professional development and teachers goals, standards and opportunities for continued professional communication.
Structure
Core
Garet, Porter, Desimone, Birman, and Suk-Yoon,
2001
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Effective Professional Development
Garet et al. TICKIT
Form
Duration
Collective participation
Content focus
Active learning
Coherence
Structure
?
?
?
Core
?
?
??
Garet, Porter, Desimone, Birman, Suk-Yoon,
2001
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Methodology 1/3

• Study Design
• TICKIT Completers
• Teachers from the first four years of TICKIT
• The survey is a post measurement
• Dropouts. . .

• TICKIT Applicants
• Teachers who applied for the fifth year of TICKIT
• The survey is a pre measurement

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Methodology 2/3

• Participants
• Schools
• Rural
• Central and southern Indiana
• Better than average technology infrastructure
• Teachers
• Cohorts of 4-6 teachers from each school
• Average teaching experience 11.5 years

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Methodology 3/3

• Instrumentation
• Two Part Survey
• Demographics and TICKIT-Related Questions
• Levels of Technology Implementation Survey (LOTI)
  Moersch (1994, 1995, 2001).

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Results 1/3

• Survey Returns 79

Cohort Surveys Sent Surveys Returned Return Percentage
1998-99 25 16 64
1999-00 29 21 72
2000-01 30 22 73
2001-02 22 20 91
2002-03 Applicants 27 26 96
Total 133 105 79
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Results 2/3
Factors Description Reliability
Technology Integration Frequent/regular use learn with and about variety of learning tasks often thematic or project-based instruction .93
Technology Limitations Perceived access to technology .78
Technology Resistance Technology use that supports only traditional pedagogy, reticence about computer use based on skill level or time constraints, and lack of perceived pedagogical value .66
Computer Proficiency Computer proficiency is an index of ones general comfort level and confidence in using computers .80
Learner-centered Instruction Personal needs of students, lessons and curricula that are in some measure responsive to student interests, and assessment strategies that are performance oriented .79
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Results 3/3
Factors Means Means
Factors TICKIT Completers??? TICKIT Applicants??? t Sig. ? Effect Size
Technology Integration 74.05 38.25 7.663 .000 1.81
Technology Limitations 11.60?? 15.79 -3.281 .002 .63
Technology Resistance 4.37?? 7.91 -3.143 .003 .80
Computer Proficiency 25.51 18.84 4.614 .000 1.20
Learner-centered Instruction 18.29 12.40 5.120 .000 1.22
Possible High Score
126
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56
35
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plt .01 plt .001?All effect sizes favor
TICKIT group ??Lower scores on factors two and
three indicate more positive responses ??? The
n for each comparison varies due to incomplete
data. We used list-wise deletion of missing data
(Completers n66-77 Applicants n18-20)
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Relative Impact 1/2
Source of Influence 1st choice 2nd choice 3rd choice Ranking this 1,2 or 3
Peer Teacher Support 3 5 4 15
Grant Money 0 2 2 5
Administrative support 4 3 4 14
Undergraduate Training 0 1 3 5
Stipends 1 1 0 3
Curriculum technology integration expectations 3 5 5 18
Graduate courses outside TICKIT 2 4 4 13
Personal ambition and interest in technology 34 16 12 78
Parental and community expectations 1 2 3 8
TICKIT professional development 15 23 16 68
In-school professional development other than TICKIT 4 6 15 32
Conferences, institutes, and other external 5 9 8 28
Other 5 2 1 10
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Relative Impact 2/2
Source of Help Source of Help Choosing as one of their choices
Business Partner 1.9 1.9
Classroom Teacher 62.9 62.9
District Coordinator 10.5 10.5
University Professor 14.3 14.3
Site Principal 8.6 8.6
Student 14.3 14.3
Technology Coordinator 76.2 76.2
Other (Internet, friends, family, other school personnel) 21.9 21.9
From which individuals do you seek primary
guidance, information, and/or direction relating
to the integration of technology into your
curriculum?
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General TICKIT Outcomes

• Provides structured, project based learning about
  thoughtful tech infusion for teachers
• Adds to teachers competence/confidence
• Builds leadership cadres in schools
• Provides graduate level recognition of teachers
  accomplishments
• Links schools and university
• Supports small, rural schools

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Internal Motivation Influences

• I want to be able to help provide the most
  challenging, interesting lessons for students.
  As a result of this I need to keep current.
• Im not required to use the technology but do so
  to learn for myself and help the students.
• Even before the TICKIT experience, I was looking
  for ways to integrate technology into my
  classroom. I am enthusiastic and committed to
  this.

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TICKIT Teacher Voices

• This class was very helpful. I gained a lot of
  confidence as a technology user from this
  class.
• The door is now open. I will continue to try to
  find technological ways to teach them.
• This was the best program I have ever been
  involved with as a teacher.
• Thank you! A poor tired out old broad has a
  new lease on teaching

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Overall Lessons Learned

• Avoid Teachers Who Are Compelled By School
  Administrators Into Participating
• Teachers Need a Reasonable Technology Environment
  In Which to Work
• Teach Technology Use in the Teachers Computing
  Environment, Not Ours
• A Local Leader is Important For a Cohort of
  Teachers In a School

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Overall Lessons Learned, Cont

• Teachers Respond to Challenge and High
  Expectations
• Requiring Projects in a Graduate Course Framework
  Creates Teacher Stress But Pays Off For Most
  Teachers
• Asynchronous Conferencing Requires a Lot of
  Structure and Meaning For Teachers

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Impact

• Researchers and Teacher Educators
• K-12 Teaching and Administrators
• Government Officials and Politicians

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Future Directions

• Additional Research
• Growth of current cohort over the course of this
  year
• Correlation of other data sources with current
  findings (i.e. observation, document analysis)
• Impact of technology integration on student
  learning

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Ok, whos got the TICKIT?