Three More SITE Presentations: Pre-Service Teachers and Technology

These are the final three sessions that I will attend at SITE before heading home. I have notes on the keynote and follow-up conversation from this morning that I still need to clean-up and process (as well as a podcast for my presentation from a few days ago). I will get that all done later, as I need to catch a plane. So long, Las Vegas!
Technology Use Among Pre-Service Teachers: Implications for Instructions
Stephen Jenkins, Elizabeth Downs, and Terry Diamanduros, Georgia Southern University

  • Not much information know about pre-service teachers and use of technology
    • Lots of info on teen use from Pew Internet
  • Research Question
    • What is technology use for undergraduate pre-service teachers? for daily use, technology vs. F2F, and for communication
  • Tech Ownership
    • Computer: 96%
    • Cell phone: 99%
    • Landline: 28%
    • iPod/MP3: 60%
  • Daily Use
    • Cell phone talking: about 2 hours
    • Texting: about an hour
    • Academics: about an hour
    • Facebook: about an hour
    • Internet searching: about an hour
    • iPod: 45 minutes
    • Email: 45 minutes
  • Face-to-Face
    • Family: One hour
    • Friends: Fours hours
    • Classmates: About two hours
    • Work: About two hours
  • Audiences:
    • Generally prefer phone
  • Purposes:
    • Phone primarily used for quick and serious conversations
    • Private conversations happen F2F
  • Discussion
    • Course development
      • Even though they are familiar with many technologies, they may not be ready to integrate them into assignments

Evaluating the Implementation of the ISTE NETS and Performance Indicators in Teacher Education
Andrew Hunt and Jennifer Hune, University of Arkansas at Little Rock

  • Research Questions
    • How do faculty perceptions of their intended curriculum compare with student perceptions of their received curriculum on integration of technology into restructured courses?
  • Findings
    • We discovered that students were doing most of the things we were expecting them to do, but may not have realized that they were doing it
    • We as instructors have a different interpretation of what it means to have a computer problem
    • With intentional focus, we are able to make sure that we cover all the technologies and that the pre-service teachers understand that we are doing so

Teachers’ Belief Change in a Pedagogical Laboratory
Yuxin Ma, University of Louisiana at Lafayette

  • Motivation of the Study
    • How do we affect teachers’ beliefs about the use of technology in teaching
    • Our focus: A combination of vicarious learning experiences and hands-on technology integration field experiences
    • Beliefs will change after exposure and field experience using technology; have a defining moment
  • Research Questions
    • Does the pedagogical lab experience affect their beliefs about technology use?
    • What and how does it change their beliefs?
  • Pedagogical Laboratory Experience
    • 4 week experience, mostly in university classroom
    • Watch video case study, experience model lesson
    • Look at a model lesson plan to modify
    • On two consecutive Saturdays, we bring in kids and have two pre-service teachers work with two children for a total of six hours
    • Critical incident technique to focus on an “aha” moment
  • Data Sources
    • Teachers’ Beliefs Regarding Technology Use Survey (TBTUS)
      • Student centered learning
      • Self-efficacy for technology integration
      • Perceived value of computers
    • Teacher perception survey
    • Reflective journals
    • Follow-up interviews
  • Results
    • Does the pedagogical lab use affect teacher candidates’ beliefs regarding technology use?
      • Reinforced non-learner centered belief — why?
    • Why and how does the pedagogical lab experience affect change?
      • Insignificant findings in TBTUS
      • Beliefs did change, but not measured by TBTUS
        • Value of technology in engaging students
        • Challenges in technology integration
        • Issues involved in student-centered learning — teacher wanting to keep control
        • Classroom management
        • Understanding learners
  • Conclusion
    • TBTUS may not be sensitive to the changes in our program (22 hours of experience with only six hours of teaching)
    • The belief changes are different
  • Future Directions
    • Provide longer treatment
    • Develop more sensitive measures
    • Train candidates on how to address various issues in student-centered learning

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