Developing university school partnership in multidisciplinary technology integration
Sponsored Links
This presentation is the property of its rightful owner.
1 / 22

Developing University-School Partnership in Multidisciplinary Technology Integration PowerPoint PPT Presentation


  • 106 Views
  • Uploaded on
  • Presentation posted in: General

Developing University-School Partnership in Multidisciplinary Technology Integration. Sergei Abramovich Rick Tomlinson Glenn Mott Stacy Rush Valarie Simmons SUNY Potsdam and Banford Elementary School - Canton. Overview. Theoretical background Description of the project

Download Presentation

Developing University-School Partnership in Multidisciplinary Technology Integration

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Developing University-School Partnership in Multidisciplinary Technology Integration

Sergei Abramovich

Rick Tomlinson

Glenn Mott

Stacy Rush

Valarie Simmons

SUNY Potsdam and Banford Elementary School - Canton


Overview

  • Theoretical background

  • Description of the project

  • Multidisciplinary activities

  • Conclusions


Theoretical background

  • Assessment by NCATE Task Force on Technology and Teacher Education (1997):

    • Pre-service teachers rarely have an occasion for applying technology in their courses and are not engaged in role models of faculty teaching with technology

    • This finding applies to all content areas, including mathematics, science, and social studies


Context

  • It has been suggested by several authors that teacher education programs should provide learning experiences for pre-teachers in using a computer as an exploratory tool in both theoretical and applied contexts with a focus on “learning with technology, not about technology” (Shaw, 1997) during all stages of their education including regular coursework and student teaching.


Context

  • As Browning and Klespis (2000) have pointed out, pre-teachers should be given authentic experiences in developing technology-enabled activities for a pre-college classroom.

  • Willis (2001) has extended this recommendation by arguing that pre-teachers should be given opportunities for professional growth including teaching their own technology-enhanced lessons.


Three approaches to technology-enhanced mathematics pedagogy for elementary pre-teachers (SUNY Potsdam)

  • Introduce pre-teachers to the pedagogy through a computer-enhanced mathematics methods course

  • Offer a course that focuses on the design of technology-enabled lessons of mathematics

  • Introduce technology into a mathematics teacher preparation program that is grounded in pre-teachers’ participation in a methods course with a student teaching (field experience) component.


These three approaches parallel Garofalo’s (2000) notion of the primary user of technology

  • Teacher educator as the primary user

  • Pre-teachers are being prepared to be the primary users

  • Pre-teachers are being prepared to have their students to be primary users


Participants

  • Pre-service elementary teachers in a graduate program (SUNY Potsdam)

  • Third-grade students (Banford Elementary School)

  • University faculty

  • School faculty


Goals of collaboration

  • Develop set of multidisciplinary activities for younger children that integrate off- and on-computer activities, including the Internet and spreadsheets

  • Use spreadsheet as an exploratory tool

  • Using computers in elementary teacher education in the strongest sense


Goals of Collaboration

  • Affecting elementary pre-teachers’ beliefs about technology

  • Helping the school to integrate computers into curriculum


Classroom environment


Classroom environment


Classroom environment


Classroom environment


Classroom environment


Classroom environment


Classroom environment


Multidisciplinary activity: Temperature project

  • Use of the Internet to collect data

  • Use of spreadsheets to represent data

  • Use of spreadsheets to analyze data

  • Use of spreadsheets to put mathematics in the context of temperature patterns

  • Use of sequential building of task complexity


Student’s response


Conclusions

  • Authors believe that the project:

    • enabled the pre-teachers to act as agents of change in the PDS environment

    • helped them to develop a disposition towards the fieldwork classroom as a site for inquiry


References

  • Browning, C.A., and Klespis, M.L., (2000). A reaction to Garofalo, Drier, Harper, Timmerman, and Shockey. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (2). (http://www.citejournal.org/)

  • Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., and Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teaching. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). (http://www.citejournal.org/).

  • National Council for Accreditation of Teacher Education. (1997). Technology and the new professional teacher: Preparing for the 21st century classroom. Washington, DC: Author.


References

  • Shaw, D. E. (1997). Report to the President on the use of technology to strengthen K-12 education in the United States. Washington, DC: President’s Committee of Advisors on Science and Technology, Panel on Educational Technology.

  • Valli, L., Cooper, D., and Frankes, L. (1997). Professional Development schools and equity: a critical analysis of rhetoric and research. In M. W. Apple (ed.), Review of research in education, pp. 251-304. Washington, DC: AERA.

  • Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, [Online serial], 1(3), (http://www.citejournal.org/).


  • Login