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Running Head: Integrating Technology
Integrating Technology through Teacher Training
Renée M. Crumley
University of West Georgia
Integrating Technology 2
Introduction
Teachers in the late 1980’s had very few computers in the building where
they taught. Those computers were used primarily for word processing or some
rudimentary drill and practice games. There were no classes that taught or used
computer technology as part of my pre-service training. The Library –Media
Master’s degree at Georgia College and State University did include one class
using the Apple Works program which included word processing, spread sheet, and
mail merge applications. At the time, there were no Apple computers in my school
and most of those lessons were quickly forgotten.
By the mid 1990’s, more personal computers were being placed in teacher
classroom. There was one Internet connected computer in the media center that
was for use by all students and staff. When Governor Zell Miller of Georgia began
to promote the implementation and use of computer technology, my school began
to “retro-fit” our fifty year old building. Some basic computer classes were offered
at learning centers, but the learning centers were too far from schools to be easily
accessible. There was no building level support. These factors made it difficult
for many teachers to implement the instructional technology that was beginning to
emerge. (Raudis, 2010)
Integrating Technology 3
Today, with the constant emergence of new technologies, both colleges of
education and school systems are providing training and support for pre-service
teachers and veteran teachers. This review of some of the programs that have
been implemented will highlight three types of trainings. The first section will be
devoted to teacher training in schools of education. The second section will
highlight systems that have used mentoring and partnerships with colleges for
trainings. The third section will focus on in-service, professional development
opportunities that have been used. From these three areas of training, best practices
of technology integration will be discussed.
Pre-Service Training
By the beginning of the 21st century, many colleges of education had come
to realize that part of the training for pre-service teachers should include how they
will integrate technology as classroom teachers. The schools of education would
need to move beyond using technology to teaching students how to effectively use
technology in their own teaching practices. Teachers would now need to be
trained on how to move from a teacher center methodology to student centered
learning where the classroom teacher becomes more of a facilitator than a teacher.
(Banister, 2006) Technology would be taught alongside of the methodology and
content.
Integrating Technology 4
During the course of a teacher training program student s are exposed to a
wide variety of electronic resources. They are also taught to “consider how the
content and skills objectives” can be met using these various resources. It was
imperative that faculty members align their courses in order to fulfill the needs of
the content areas and the technology integration component. Professors needed to
have an on-going assessment of the materials and technologies used.
Collaboration is key to the process in order to develop course activities and
assignments. Also important to the process in many schools has become the need
for a full time faculty member to support technology integration because of the
continuous emergence of new technologies. (Jones, 2005)
Susan Watts-Taffe and her colleagues at the University of Minnesota state
that “literacy, technology and literacy instruction are quickly converging” (Watts-
Taffe, p. 130). Students in the program were trained to have a heightened
awareness of instructional web sites and software. They were numerous
opportunities to communicate among classmates with web resources such as
WebCT. Finally, they were trained to have an awareness of issues that go with
student use of the Internet including acceptable use policies. Pre-service teachers
the increased use of technology integration during the teacher preparation program.
Three teachers were followed through the first year of teaching in order to
determine the success of their trainings. They were selected primarily based on the
Integrating Technology 5
level of success form the courses and willingness and comfort levels when using
technology. The teachers reported a variety of age appropriate activities using
technologies for a variety of purposes with elementary age students. These
teachers sought on-going support from mentor teachers and other professional
development opportunities. They reported that their students were more engage in
the learning process. The teachers collaborated with teachers in their buildings and
sought support as needed. It was reported that the pre-service familiarity with
technology made it easier to use and they were comfortable trying new
opportunities that built upon prior knowledge (Watts-Taffe).
Diane Marks found that in her study many teachers continue to teach with
methods used when they were students. In other words, they teach the way that
they were taught. By studying and surveying pre-service teachers, courses were
developed at Appalachian State University to help teachers learn how to teach the
digital native students that are in school today. Marks recognizes that students get
information differently than their teachers did. Surprisingly, Marks found that pre-
service teachers do use cell phones and computers primarily for email and Internet
browsing, but did not use other electronic devices in order to produce artifacts
from their learning (Marks, 2009).
Course work was developed that combined literacy, media literacy and
instructional literacy. The students reported that their increased knowledge and
Integrating Technology 6
abilities help them to increase technology integrati9on tin their teaching. The
students were given several opportunities to practice and they grew in
understanding of how effective technology integration can impact student learning.
The students began to move from highly structured lessons to more student
centered lessons. The students reported that their training had given them more
confidence to integrate technology as they move to the classroom. They
discovered ways that technology can effectively meet the needs of today’s students
(Marks, 2009).
Two studies, Ed-U-Tech at the University of Minnesota and the Master
Technology Teacher (MTT) at The University of Alabama, followed teachers from
pre-service, to student teaching, and to the classroom. Both of these studies cited
the importance of collaboration among pre-service teachers, veteran
teacher/mentors, and university faculty. While the university faculties developed
course work with supported technology integration in the classroom, it was
important for the student teachers to practice under the guidance of experienced
teachers (Dexter, 2006 and Wright, 2007). All groups reported that much was
learned through the collaboration process, continuous evaluation of methods, and
on-going support for the process. All of the groups reported that more activities
using technology were incorporated into lessons and that students were more
Integrating Technology 7
engaged as the lessons moved more towards student centered learning (Dexter,
2006, and Wright, 2007).
Mentoring Veteran Teachers
The Microsoft Peer Coaching program (MPC) was implemented in selected
Florida schools. It was determined that “enhancing teachers’ use of technology
requires the type of job-embedded support that peer coaching offers” Barron,
2009). The initial study involved about 150 teachers and library-media specialists.
There were 30 coaches in four different school districts in Washington State. The
Florida program had several participating districts with 12 practicing teachers as
coaches who mentored at least one other teacher. Each of the peer coaches also
received ongoing support from district level facilitator who was not currently
teaching in a classroom. Most of the coaches reported that much of their
knowledge about technology integration was self taught. Very few reported that
technology integration had been a part of their teacher preparation program. Most
of the coaches were classroom teachers and could integrate technology on a daily
basis. Those participants in the follow up study reported that the program was
successful and that materials help teachers to find ways to integrate the technology
into lessons. However, several “coaches did not perceive that computers changed
the role of the classroom teacher” (Barron, p.98), and many of the coaches felt that
staff development workshops would be more effective. The coaches and
Integrating Technology 8
participating teachers did report an increased use of technology integration in the
classroom and many of the teachers agreed to become peer coaches in subsequent
years. Barron and her associates also stated that on-going research was needed to
study the effects of this on student achievement and teacher lesson planning and
delivery (Barron, 2009).
Teachers that were surveyed about technology integration in their
classrooms reported that the teacher’s skill with technology, manageability of the
resource, content knowledge, and on-going support were the primary elements for
effective integration of technology into the content areas. It was expressed in
Chan-Lin’s study that the existing learning community was the most effective
delivery model. Peer teachers in collaboration with each other promoted the uses
of technology more frequently. By sharing beliefs and successes with their peers,
more teachers are likely to incorporate technology into their lessons. It was also
noted that the teachers need to find ways to “nurture the long-term development of
technology literacy” among the staff and the students they teach (Chan-Lin, 2007).
On-going support and encouragement will provide one of the necessary
elements needed to support veteran teachers who received little or no
computer/technology training as part of their college program. Collaboration
projects between graduate students and in-service teachers are another way to
provide mentoring to veteran teachers as new technologies emerge. Teachers can
Integrating Technology 9
be seen using technology, but using it as the focus of a teacher centered lesson. In
order to move towards a more student centered teaching method, a Midwestern
college program mentored teachers in a rural school setting. The goal was to more
effectively use the available technology so that teachers would redesign lesson
around technology, learn how to teach with a small number of computers, and have
the classroom become more student centered (Franklin, 2001). The mentoring
between the college students and the teachers proved to be a cost effective means
of training teachers. Most of the teachers reported that they would continue the
process and begin to mentor others in their building.
Other studies in California and Indiana mirrored these findings (Hernández-
Ramos, 2009 and Capobianco). Mentors were provided by respective universities
to integrate into social science and science lessons. Teachers who were in the
intervention groups reported more satisfaction with their lessons and better student
outcomes. All intervention participants also reported personal growth in the
understanding of how to effectively use technology in content areas.
In-Service Training for Veteran Teachers
Because many teachers who teach today received not technology training as
part of their teacher preparation programs, districts have been faced with the need
to provide professional development courses and workshops as technologies
Integrating Technology 10
emerge. Teachers are required to use computers to teach lessons, take attendance,
and communicate with administrators, parents and students electronically. Many
of these teachers are using the technology to teach ion the same way they were
taught. Instead of writing and lecturing from a chalk board, they stand and lecture
from a computer that is connected to an LCD projector. This is using the same
methods with a different type of equipment. In order for teachers to integrate
technology into their lessons and provide more student centered lessons, school
districts have provided professional development courses to address this need.
The 21st Century classroom can include an interactive white board, laptops,
LCD projectors, student response devices, and digital cameras. Many schools have
every classroom connected to the Internet with supplemental stationary labs and
portable laptop carts. Effective use of these technologies requires acceptance on
the part of teachers, training for the use of technology, encouragement and support
from administrators, and collaboration among teachers and support personnel.
Opportunities for practice and observation of successful lessons are other key
elements.
Jonathan Brinkerhoff’s study with teachers by the University of New
Mexico showed the effects of long-term training and support on technology
integration practices. His study confirmed that although teachers’ knowledge and
use increased, many teachers continued to revert to “old” practices. He concluded
Integrating Technology 11
that a yearlong program was not enough and that teachers should be provided with
extended more opportunities for training and practice. Staff developments should
be meaningful to the teachers’ interests and content area of teaching rather than
generalized for all content areas. Teachers who participate in these staff
developments should be required to “present” their lessons to their classes and
report on the effectiveness of that lesson. The student products and outcomes need
to be shared among the participants (Brinkerhoff, 2006).
A study at the University of North Carolina-Greensboro used technology
integration as a means of developing student-centered instructional practices. This
course was developed because research found that despite the presence of
technology in many classrooms, teacher continued to revert to their existing
practices. Many teachers do not fully understand how the technology can be used
to effectively teach the curriculum. Researchers assert that “changes in the content,
roles, and organizational climate” are necessary for a “shift from traditional to
constructivist instructional practices” (Matzen, p.418). The study concluded that
teachers who routinely practiced constructivist teaching were more likely to
integrate the technology into their lessons. Again, the study indicated that more
long-term studies and trainings were needed to encourage teaching methods.
A professional development program that partnered The University of Texas
at Brownsville with The West-Orange Cove Consolidated Independent School
Integrating Technology 12
District provided face to face instruction and on-line training. The program
involved three phases which included foundation and training, integration training,
and implementation of programs. Various instruments were used throughout the
program to collect data. The researchers, Rene and Maria Corbelli, concluded that
the program was successful primarily because it was research based. They also
identified certain characteristics that are common to effective professional
development courses. These successful programs included integration of district
improvement goals, a coherent long-term plan, were designed around teacher –
identified needs, and provided a firm in subject content and methods of teaching
(Corbelli, 2007).
Conclusions
Because the technology allows students to learn in new ways it has become
necessary for teachers to begin to effectively integrate technology in many of their
lessons. Teachers must find ways of overcoming fear, an oft cited reason in the
readings, of the new methods which move instruction from the traditional teacher
centered model to a learner centered model. It was reported in several of the
discussions that students preferred to direct their own studies and work in groups
and that learning outcomes were better. Teachers are being required to recognize
the many learning styles of students and to teach lessons that accommodate those
styles. Students use various forms of technology in their personal lives which
Integrating Technology 13
include personal computers, cell phones and digital cameras. Students use the
Internet as their first source of information because it is easier, quicker, and more
available than print resources.
As teachers become more knowledgeable and comfortable with the
technology, they tend to integrate more technology into their lessons. Models for
learner centered pedagogy are beginning to be incorporated into teacher
preparation programs. School systems are beginning to understand that directives
that mandate using a particular type of equipment will mean that technology will
be integrated into classroom instruction in meaningful ways and on-going support
for the teachers will need to be provided. Collaboration is also reported as an
important element for teachers to integrate technology and support learning for all
students.
Teachers have a lot to learn from the digital natives they are now teaching.
Being flexible and open to new ways of teaching and learning will provide the
means of educating the students of the 21st century.
References
Barron, A., Dawson, K., & Yendol-Hoppey, D. (2009). Peer coaching and technology integration: an evaluation of the Microsoft peer coaching program. Mentoring & Tutoring: Partnership in Learning, 17(1), 83-102. doi:10.1080/13611260802658561.
Brinkerhoff, J. (2006). Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of Research on Technology in Education, 39(1), 22-43. Retrieved from Academic Search Complete database.
Integrating Technology 14
Corbeil, J. and M Valdes-Corbeil. "Globalizing professional development: the evaluation of collaborative computer-mediated professional development program." issues in Information Systems. VIII.2 (2007): 76-82. Print.
Dexter, S., Doering, A. & Riedel, E. (2006). Content Area Specific Technology Integration: A Model For Educating Teachers. Journal of Technology and Teacher Education, 14(2), 325-345. Retrieved March 22, 2010, from Research Library. (Document ID: 1017922091).
Franklin, T., Turner, S., Kariuki, M., & Duran, M. (2001). Mentoring overcomes barriers to technology integration. Journal of Computing in Education, 18(1), 26-31.
Hernández-Ramos, P., & De La Paz, S. (2009). Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience. Journal of Research on Technology in Education, 42(2), 151-173. Retrieved from Academic Search Complete database.
Jones, R., Cunningham, A, & Stewart, L. (2005). A Collaborative model for influencing the technology integration behaviors and dispositions of preservice social studies teachers. The Journal of Computing in Teacher Education, 21(4), 77-83.
Keengwe, J., Onchwari, G. & Onchwari, J. (2009). Technology and Student Learning: Towards a Learner-Centered Teaching Model. AACE Journal. 17 (1), pp. 11-22. Chesapeake, VA: AACE. Retrieved from EdItLib March 22, 2010.
Labbo, L., Place, K., & Soares, L.. (2010). Fresh Perspectives on New Literacies and Technology Integration. Voices From the Middle, 17(3), 9-18. Retrieved March 16, 2010, from ProQuest Education Journals. (Document ID: 1968705661).
Lawless, K., & Pellegrino, J.. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 575-614. Retrieved March 16, 2010, from ProQuest Education Journals. (Document ID: 1394889311).
Marks, D. (2009). Literacy, Instruction, and Technology: Meeting Millennials on Their Own Turf. AACE Journal. 17 (4), pp. 363- 377. Chesapeake, VA: AACE.
Matzen, N. & Edmunds, J. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education, 39(4), 417-430. Retrieved March 22, 2010, from Research Library. (Document ID: 1287263701).
Mouza, C. (2005). Using Technology to Enhance Early Childhood Learning: The 100 Days of School project. Educational Research & Evaluation, 11(6), 513-528. doi:10.1080/13803610500254808.
Raudis, L. "Are Georgia Schools Making the Most of Technology." PAGEONE March/April 2010: 4-15. Print.
Regan, B. "Why We Need to Teach 21st Century Skills: and How to Do It." MulitMedia & Internet @ Schools July/August 2008: 10-13. Print.
Integrating Technology 15
Banister, S. & Vannatta, R. (2006). Beginning with a Baseline: Insuring Productive Technology Integration in Teacher Education. Journal of Technology and Teacher Education, 14(1), 209-235. Retrieved March 22, 2010, from ProQuest Education Journals. (Document ID: 994289441).
Watts-Taffe, S., Gwinn, C., Johnson, J., & Horn, M. (2003). Preparing preservice teachers to integrate technology with the elementary literacy program. The Reading Teacher, 57(2), 130-138.
Wright, V., & Wilson, E.. (2007). A partnership of educators to promote technology integration: designing a master technology teacher program. Education, 128(1), 80-86. Retrieved March 22, 2010, from ProQuest Education Journals. (Document ID: 1451352921).
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