Tickit overview and research rural teacher technology integration
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TICKIT Overview and Research: Rural Teacher Technology Integration. Curtis J. Bonk, [email protected] Indiana University http://php.indiana.edu/~cjbonk/. May 19, 2003 . TICKIT. T eacher I nstitute for C urriculum K nowledge about I ntegration of T echnology. http://www.iub.edu/~tickit.

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TICKIT Overview and Research: Rural Teacher Technology Integration

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Tickit overview and research rural teacher technology integration

TICKIT Overview and Research:Rural Teacher Technology Integration

Curtis J. Bonk, [email protected]

Indiana University

http://php.indiana.edu/~cjbonk/

May 19, 2003


Tickit

TICKIT

Teacher Institute for Curriculum Knowledge about Integration of Technology

http://www.iub.edu/~tickit


Overview of tickit

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


Tickit emerged in fall 1998

TICKIT Emerged in Fall, 1998


Tickit goals

TICKIT Goals

  • Knowledge, skill, & confidence

  • Thoughtful integration of technology

  • Leadership cadres in schools

  • Link schools and university

  • Help schools capitalize on their technology investments


Original teacher goal statement

Original Teacher Goal Statement

  • “Obviously, I’m 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


Program structure

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”


Program structure1

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


Tickit program description acot principles used

TICKIT Program Description:ACOT 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


The tickit program model

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


Tickit program model con t

TICKIT Program Model, Con’t

  • 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


Tickit overview and research rural teacher technology integration

TICKIT Program Elements:

School-Level

Outcomes

Models of Technology Integration

Colleague Support by TICKIT Cohort:

Assessment of

Classroom

Project by:

TICKIT Staff

Other Teachers

Individual E-Mail,

Phone, Asynchronous & In-Person

Coaching By

TICKIT Staff

TICKIT Teacher

Local Reports to

And Interaction

With Teacher

Colleagues

Create,

Teach,

Assess,

Revise

Classroom

Projects

Individual TICKIT

Teacher:

Knowledge

Skill

Confidence

Motivation

Beliefs

Value Added by

Technology

Integration in

Classroom Teaching

& Learning

Workshops:

Tools

Pedagogy

Share Ideas

Reflect on Projects

Reflection,

Action Research

On Classroom

Projects

Student

Learning

Electronic Collaboration:

Project Progress Reporting

Reading and Reflection

Constructive Friend Interaction

Technology Reviews

Expert Chats

TICKIT Teacher

Reports to TICKIT

Staff, Peers & Other

Teachers at

Conferences

Other Professional

& Staff Development

Experiences & Programs

Teacher Prior:

Knowledge

Skill

Confidence

Motivation

Beliefs

Figure 1: Model of TICKIT Program Components and Outcomes


I tickit information center

I. TICKIT Information Center


Ii tickit learning center

II. TICKIT Learning Center


Iii tickit meeting hall

III. TICKIT Meeting Hall


Reading reactions

Reading Reactions


Critical friend activities

Critical Friend Activities


Guest expert chats

Guest Expert Chats


Free technology reviews

Free Technology Reviews


Tickit overview and research rural teacher technology integration

Thoughtful Team Reflections


Iv tickit resource center

IV. TICKIT Resource Center


V tickit project gallery

V. TICKIT Project Gallery


Tickit overview and research rural teacher technology integration

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


Tickit overview and research rural teacher technology integration

Technology Integration Reviews


1998 2002 project examples

1998-2002 Project Examples


2002 2003 project examples

2002-2003 Project Examples


Tickit teachers

TICKIT Teachers


Research question

Research Question

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


Effective professional development

Effective Professional Development

Structure

Core

Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001


Effective professional development1

Effective Professional Development

Structure

Core

??

Garet, Porter, Desimone, Birman, & Suk-Yoon, 2001


Methodology 1 3

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


Methodology 2 3

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


Methodology 3 3

Methodology 3/3

Instrumentation

Two Part Survey

  • Demographics and TICKIT-Related Questions

  • Levels of Technology Implementation Survey (LOTI) Moersch (1994, 1995, 2001).


Results 1 3

Results 1/3

Survey Returns= 79 %


Results 2 3

Results 2/3


Results 3 3

Results 3/3

**p< .01 ; ***p< .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 n=66-77; Applicants n=18-20)


Relative impact 1 2

Relative Impact 1/2


Relative impact 2 2

Multiple Sources

Relative Impact 2/2

From which individuals do you seek primary guidance, information, and/or direction relating to the integration of technology into your curriculum?


General tickit outcomes

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


Internal motivation influences

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.

  • I’m 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.


Tickit teacher voices

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”


Overall lessons learned

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 Teacher’s Computing Environment, Not Ours

  • A Local Leader is Important For a Cohort of Teachers In a School


Overall lessons learned con t

Overall Lessons Learned, Con’t

  • 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


Impact

Impact

  • Researchers and Teacher Educators

  • K-12 Teaching and Administrators

  • Government Officials and Politicians


Future directions

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


Ok who s got the tickit

Ok, who’s got the TICKIT?


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