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Integrating ICT into Non-ICT Courses

Integrating ICT into Non-ICT Courses. A Modern Computers In Education Course NECC 2005 Louanne Smolin University of Illinois at Chicago. Pivotal Work. What is This Research Telling Us About Preparing Technology Using Teachers? .

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Integrating ICT into Non-ICT Courses

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  1. Integrating ICT into Non-ICT Courses A Modern Computers In Education Course NECC 2005 Louanne Smolin University of Illinois at Chicago

  2. Pivotal Work

  3. What is This Research Telling Us About Preparing Technology Using Teachers? • Paradigm shift: Teaching about technology/Teaching with technology • Basic tech skills are important but not sufficient • Modeling by those around them

  4. A Debate…. • Within vs. Separate • TC’s do not take the tech they learned in introductory course into methods or field courses (Pope, Hare & Howard, 2002; Ringstaff & Kelly, 2002) • Gap between what we teach preservice teachers about technology and what we expect them to do with technology as classroom teachers (Hare & Howard, 2002) • Increase in student positive attitude and confidence when tech is infused (Pope, Hare, & Howard, 2002; Abbot and Faus, 2001; Thomas & Cooper, 2000) • Preservice teachers develop greater technological fluency from a separate course (Anderson & Borthwick, 2002)

  5. Reframe the Debate: What can we learn from each?: • Separate • Helps students develop technological fluency (Anderson & Borthwick, 2002) and build confidence (Bielefeldt, 2001) • Within • Can carry skills into authentic situations which is more professionally relevant (Brush, Igoe, et.al, 2001) • Press for other indicators of capacity (Bielefeldt, 2001)

  6. Using Research to Restructure Program Design • Experiences • Across • Authenticity • Relevance

  7. Restructuring Efforts: Case Studies • Build in design time and opportunities for faculty to share (Thomas and Cooper, 2000) • Create clear program expectations (Bullock, 2004, Bielefeldt, 1999) • Both university faculty and mentor teachers exert influence (Bullock, 2004)

  8. UIC Coursework Technology Content CPS Field Experience

  9. Reference: Hart, H.; Allensworth, E.; Lauen, D.; & Gladden, R. (2002).

  10. Technology “Experiences”:Example Program • Curriculum Course • Methods Courses • Practicum Courses

  11. Curriculum Course Urban Technology Standards

  12. School/community project • Tech landscape • Community resources • Using technology to merge school/community

  13. Methods Courses • Curriculum Modules: Using technology to facilitate the urban mission

  14. http://www2.ed.uic.edu/pt3/cd.html

  15. E-portfolios • Developmental Program Portfolio: Artifacts in courses • Unit Assessment “Profile”: Teaching/Assessment event

  16. Impact? • Basic Skills • Following Practicum • Tech questions on student surveys • Teaching Assessment event

  17. Student Survey Chou, V. (2005) UIC College of Education Survey

  18. Teaching Assessment Event Council on Teacher Education, 2005

  19. Wrapup • Within/separate ICT courses: not mutually exclusive • What we are learning from case study research • UIC strategies • Questions/comments?

  20. References • Anderson, C. & Borthwick, A. (2002). Results of separate and integrated technology instruction in preservice training. (ERIC Document Reproduction Service No. ED475 921). • Bielefeldt, T. (2001). Technology in teacher education: A closer look. Journal of Computing in Teacher Education 17(4): 4-15. • Brush, T.; Igoe, A.; Brinkerhoff, J; Glazewski, K; Ku, H; & Smith, C.; (2001). Lessons from the field: Integrating technology into preservice teacher education. Journal of Computing in Teacher Education 17(4): 16-20 • Bullock,D. (2004) Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology in Teacher Education 12 (2): 211-237. • Hart, H.; Allensworth, E.; Lauen, D.; & Gladden, R. (2002). Educational Technology: Availability and use in Chicago’s public schools. Chicago, IL: Consortium on Chicago School Research. • Moursund, D. & Bielefeldt, T (1999). Will new teachers be prepared to teach in the the digital age: A national survey on information technology in Teacher Education. Santa Monica, CA: Milken Exchange on Information Technology. • Pope, M.; Hare, D.; & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of technology and teacher education 10(2): 191-203. • Ringstaff, C . & Kelly, L. (2002). The learning return on our educational technology investment: A review of findings from research. (ERIC Document Reproduction Service No. ED462 924). • Thomas, J. & Cooper, S. (2000). Teaching technology: A new opportunity for pioneers in teacher education. Journal of Computing in Teacher Education 17(1): 13-19. • U.S. Congress, Office of Technology Assessment, (1995) Teachers and Technology: Making the connection, OTA-HER-616 (Washington, DC: U.S. Government Printing Office).

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