Instructional
Technology Experience
The
four faculty members of this collaborative vary in
their level and comfort with technology. However,
they have one key thing in common - they currently
do not require their students to apply technology
to the K - 12 classroom. This Collaborative represents
a pairing between two experienced faculty with two
inexperienced faculty, an informal mentor/mentee
relationship.
Drs.
Hauerwas and Rice: Currently use Angel
and Power Point in the classrooms; Recently completed
the Intel Teach For the Future Program for Education
faculty (As a result, they are both piloting modules
of the curriculum in their Spring '03 classes);
Sponsored a workshop at Providence College for
K-12 teachers, arts and science, and education
faculty on the International Society for Technology
in Education (ISTE) standards; Are members of the
department technology committee whose responsibilities
have included analysis of student technology literacy
and technology use by the faculty; Require students
to use a word processor, and research information
on the Internet.
Drs.
Callahan and Walsh: require students to
utilize a word processor and the Internet to find
research on teaching math and science; Dr. Callahan
utilizes Angel's message board for student reflections
and her syllabus and assignments are posted to
Angel.
Resources
Requested
Stipends
1:
Dr. Laura Boynton-Hauerwas; AY and Summer Stipend 1050.00
+ 400.00
2:
Dr. Craig J. Rice; AY and Summer
Stipend 1050.00 + 400.00
3: Dr. Jane Callahan; AY Stipend 1050.00
4: Dr. Jackie Walsh; AY
Stipend 1050.00
Element
K Accounts:
70.00;
Jane Callahan.
70.00; Jackie Walsh
Student
Assistants: $1,558.75; $7.25
hour, 7 hours a week during the school year (10
weeks Spring, 15 weeks Fall); Summer 40 hours (4
weeks of 10 hours per week). Possible Student Responsibilities:
Spring
-
Locating
current literature, copying articles and distributing
to faculty
-
Transcribing
meeting minutes and distributing to Education faculty
-
Communicating
with Education faculty to organize meeting and
distribute agendas
-
Distributing,
Collecting, Inputting and Coding BTCEI data from
selected Education courses
-
Supporting
4 faculty in making the changes to their course
assignment by providing some technical expertise
-
Setting
up visits for faculty to see model classrooms
-
Collecting
information from college student teacher supervisors
regarding which students used technology in their
instruction units.
Summer
-
Locating
and making copies of components for distribution
to tech. committee
-
Assisting
in coding technology components
-
Gathering,
copying and distributing student evidence submitted
from soph., jr, and sr one portfolio as it pertains
to the three technology RIBTS
-
Assisting
in coding portfolio submissions
Fall
-
Providing
technical assistance to four faculty as they implement
the changes in their course
-
Transcribing
meeting minutes and distributing to Education faculty
-
Communicating
with Education faculty to organize meeting and
distribute agendas
-
Distribute,
Collect, Input and Code BTCEI data from selected
Education courses
-
Continue
assisting faculty in collecting and analyzing portfolio
data
Travel: 200.00; Mileage
to visit schools
Supplies: 100.00;
Misc. Media, Paper, etc...
Total:
$6,998.75
Project
Info
Start
Date: March, 03
End Date: May, 04
Deadlines:
- Spring
'03 Research and Meetings;
- Summer
'03 Baseline Assessment and Projects Designed;
- Fall
'03 Instructional Projects Piloted
- Spring
'04 Results presented
Deliverables
Change
in Practice: It is anticipated that this project
will result in the following outcomes:
- syllabi
changes of the collaborating faculty demonstrating
the inclusion of a project requiring students to
utilize technology that enhances K - 12 student
learning;
- student
projects from the above-mentioned assignments for
each of the collaborative members (e.g., development
of WebQuests to support K - 12 student learning
as part of an instructional unit; development of
newsletter to communicate with parents and students;
and development of multi-media lessons to present
to K - 12 students);
- student
portfolio entries for RIBTS 2.4, 8.3 and 10.3 from
classes of '03 and '04;
- on-going
data analysis plan to evaluate students' pre and
post technology skills based on changes to the
curriculum as they enter the Elementary/Special
Education Program (generally their first year)
and again upon graduation;
- presentation
to the Education Department faculty with recommendations
regarding future technology integration in pre-services
assignments in Spring, 2004.
Conference
Presentation: Submissions to:
- National
Teacher Education Conferences (pending)
- American
Association of Colleges for Teacher Education,
January, 2004 (Submissions due June, 2003)
- Teacher
Education Division of the Council for Exceptional
Children, November, 2003 (Submissions due May,
2003)
Training
and Support Needed (none requested)
Primary Objective
To
assist the collaborating faculty in meeting Providence
College's Education Department's goal for students
to use technology in effective ways that would improve
their: 1) teaching; 2) student learning; and 3) productivity.
Pre-service must demonstrate proficiency in the Rhode
Island Beginning Teacher's Standards (RIBTS) via
a cumulative portfolio prior to graduation and licensure.
These standards include three specific indicators
that address use of technology in the K-12 classroom:
- 1) Teachers
create learning experiences that reflect an understanding
of central concepts, structures, and tools of inquiry
of the disciplines they teach and incorporate appropriate
technological resources to support student exploration
of the disciplines (RIBTS 2.4);
- 2) Teachers
use effective communication as the vehicle through
which students explore, conjecture, discuss, and
investigate new ideas. Specifically teachers use
technological advances in communication, including
electronic means of collecting and sharing information,
to enrich discourse in the classroom (RIBTS 8.3)
and
- 3) Teachers
reflect on their practice and assume responsibility
for their own professional development by actively
seeking opportunities to learn and grow as professionals.
They explore new instructional approaches and strategies,
including technological, in the classroom (RIBTS
10.3).
Current
students have demonstrated difficulty meeting the
above-mentioned standards in their portfolios. To
this end the following activities are proposed. This
Spring Drs. Hauerwas and Rice will be providing instruction
for faculty new to technology integration by:
- 1) sharing
examples from their classes of what can be done;
- 2) reviewing
literature to identify best practices in technology
integration for K - 16 classrooms to be shared
with the Education Department faculty;
- 3) visiting
model K-12 classrooms to observe and discuss with
K-12 teachers effective practices in technology
literacy, instruction, and integration; and
- 4) reviewing
the RIBTS, ISTE standards, and the content of the
collaborating faculty courses to effectively integrate
technology in their classes to improve pre-service
teachers understanding and application of technology
for the K - 12 classroom.
The
goal of this instruction is to help faculty make
informed decisions about changes in their courses
to integrate technology to improve their teaching,
student learning, and productivity. In Fall, 2003
collaborative members will pilot instructional projects
and provide guidance to each other to assist in developing
the technology skills required to effectively develop
an instructional project for the class. This will
likely include Microsoft Publisher, Angel, and Intel
Teach for the Future. Drs. Hauerwas and Rice will
mentor Drs. Walsh and Callahan. Over the course of
this project the members of the collaborative and
all interested faculty of the Education department
will meet formally once a month with to discuss effective
instruction utilizing existing technology tools in
the K-16 classroom. These meetings will allow faculty
to grapple with the issues of technology literacy,
instruction, and integration.
Lastly,
Drs. Hauerwas and Rice will review the pre-service
senior '03 portfolios that are aligned with the RIBTS
(2.4; 8.3; and 10.3). This data will inform the collaborative
regarding student needs as well as establish a baseline
for assessment of this collaborative project. This
will be done during the Summer, 2003.
Assessment
How
will you know if and when you are successful?
- 1. Literature
review complete.
- 2. Relationships
with K-12 teachers based on visits to model K-12
classrooms established and these K - 12 teachers
have been added to the Department's pool of practicum
teachers.
- 3. Syllabus
change and inclusion of an assignment requiring
students to utilize technology implemented as well
as student comments on course evaluation indicating
positive changes regarding assignments the semesters
prior to and after the implementation of this project.
- 4. Instructional
projects attempted and samples of student technology
assignments collected.
- 5. Student
portfolio entries that are aligned with the RIBTS
(2.4; 8.3; and 10.3), improved.
- 6. On
-going meetings established and participation of
Education department faculty not involved in the
grant increasing. Spring '04 Department meeting
/ retreat notes document the Department's increasing
use of technology for evidence to the State Department
of Education's accreditation team.
- 7. Baseline
identified and plan developed to monitor students'
scores for their portfolio entries for RIBTS 2.4,
8.3., and 10.3.
