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


May 19, 2003



Teacher Institute for Curriculum Knowledge about Integration of Technology


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


  • 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:



Models of Technology Integration

Colleague Support by TICKIT Cohort:

Assessment of


Project by:


Other Teachers

Individual E-Mail,

Phone, Asynchronous & In-Person

Coaching By


TICKIT Teacher

Local Reports to

And Interaction

With Teacher








Individual TICKIT







Value Added by


Integration in

Classroom Teaching

& Learning




Share Ideas

Reflect on Projects


Action Research

On Classroom




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


Other Professional

& Staff Development

Experiences & Programs

Teacher Prior:






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



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

Effective professional development1

Effective Professional Development




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


  • 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


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



  • 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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