Instructional media technology
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Instructional Media & Technology. Tweed W. Ross Kansas State University Einstein Alive and Well. “Problems cannot be resolved at the same level of consciousness that created them.”. Setting the Discussion.

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Instructional media technology

Instructional Media & Technology

Tweed W. Ross

Kansas State University

Einstein alive and well
Einstein Alive and Well

  • “Problems cannot be resolved at the same level of consciousness that created them.”

Setting the discussion
Setting the Discussion

  • Most pre-service teachers throughout the country take one or more ICT courses.

  • These courses vary considerably and are developed to meet complex local contexts and needs.

  • Research on the effectiveness of these courses in student teaching experiences and on the job is spotty.

Defining our context
Defining our Context

  • Instructional Media & Technology is a two credit hour required course.

  • Generally taken early in the professional program at COE-KSU.

  • 300+ students per semester in an on-line environment.

  • One tenured faculty + 3 graduate assistants

  • “Use technology to teach technology.”

K state college of education environment
K-State College of Education Environment

  • No computer lab classrooms.

  • Mobile computer labs.

  • Completely wireless for 4 years.

  • Checkout laptops (Macs) for student use.

  • Extensive in house faculty and IT support.

  • Some classrooms equipped with advanced technology-portability equipment for the others.

Outside driving forces
Outside Driving Forces

  • State licensing.

  • NCATE.

  • COE-KSU Conceptual Framework.

    • Charlotte Danielson, Framework for Teaching.

  • ISTE.

Personnel driving forces
Personnel Driving Forces

  • Tenured faculty perceptions.

  • Inability to find faculty or graduate assistants with technology skills AND classroom experience.

  • Students with new skills and attitudes the embrace technology to--

    • Communicate.

    • Access information.

    • Share.

  • K-12 environment changing

Course anomalies
Course anomalies

  • Entirely on-line.

    • Only one face to face meeting for orientation.

    • Three tests

      • Efforts to insure test security.

      • Students can take test as anytime in the semester.

        • Contain two parts: randomly generated multiple choice + skill demonstration.

  • Course is asynchronous

    • Students can complete the course in anytime frame they choose prior to the end of the semester.

    • Seat time is not a factor.

  • Student maturity and time management are factors.

What we know
What We Know

  • Employer perceptions

    • Modest satisfaction

      • Technology to meet local environmental needs, application software, and level of sophistication.

  • Student perceptions

    • Ross & Wissman (2001) Redesigning Undergraduate Technology Education, Journal of Technology and Teacher Education 9(2), 231-44.

    • OEIE (2002) Technology Use in COE Methods and Clinical Courses, Manhattan, KS.

    • Center for Extended Studies/OEIE (2002-2004) Undergraduate Program Evaluation.

What we don t know
What We Don’t Know

  • How to insure that all students are able to ISTE NETS*T in:

    • Their methods classes.

    • Their supervised teaching experiences in our PDS schools.

    • Their actual classroom experience.

  • How to reach out to different non-KSU campus environments, particularly in SW Kansas.

  • Insure methods faculty have the technology skills to effectively evaluate and guide student technology in technology-rich content teaching experiences.

Changing models of perception unresolved complex issues
Changing Models of Perception=Unresolved Complex Issues

  • University courses undefined by clock hours.

  • On-campus classes offered to off-campus students.

  • Ownership and portability of course materials in a world where universities compete for students.

  • Defining success in a ways that do not rely on student relativity.