tickit overview and research: rural teacher technology integration curtis j. bonk,...
TRANSCRIPT
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TICKIT Overview and Research:Rural Teacher Technology Integration
Curtis J. Bonk, [email protected]
Indiana University
http://php.indiana.edu/~cjbonk/
May 19, 2003
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TICKIT
Teacher Institute for Curriculum Knowledge about Integration of Technology
http://www.iub.edu/~tickit
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Overview of TICKIT• In-service teacher education program
• Rural schools in central & southern Indiana
• Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University
• Cohorts of 4-6 teachers from 4-6 school corporations
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TICKIT Emerged in Fall, 1998
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TICKIT Goals
• Knowledge, skill, & confidence
• Thoughtful integration of technology
• Leadership cadres in schools
• Link schools and university
• Help schools capitalize on their technology investments
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Original Teacher Goal Statement• “Obviously, I’m technologically in the
Dark Ages. My students are so computer savvy that I feel I must at least attempt to catch up with them.” – Debbie White, North Gibson
• “We have a state-of-the-art building, so now we need a state-of-the-art curriculum that uses that technology.” - Linda Seib, Madison
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Program Structure
• Teachers attend three workshops at I.U. for a total of 4 days
• Reports to colleagues and school “giveback”
• Curriculum-based, technology supported classroom unit or lesson each semester
• In-school workshops to support teachers in their unit or lesson design
• Final products are two action research reports
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Program Structure• Various online activities using a course
management tool (COW, Virtual University, Blackboard, Web CT, Oncourse)
– Article critiques
– Chats with technology experts (Bernie Dodge, Annette Lamb)
– Free Tool Reviews
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TICKIT Program Description:ACOT Principles Used
Situate staff development activities in classrooms Teams of teachers, not individuals Constructivist learning approach modeled by
facilitators Ongoing conversation and reflection about
practice Teachers develop lessons or units, and actually
teach them Provide long-term follow-up support
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The TICKIT Program Model
1) Classroom Curriculum Projects Provide structure for teacher goal-setting and
implementation Apply what learn by developing and teaching units
2) Teacher Choice Do not persuade to use a particular theory or method Urge teachers to integrate technology into what they
already do to add value Present an array of possibilities for integration
projects
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TICKIT Program Model, Con’t
3) Expect Systematic Evaluation, Self-reflection, and Revision of Practice Provide for electronic and face to face collaboration
with colleagues and coaching by TICKIT staff Provide audiences and venues for reports and
reflections on practice
4) Provide a Structure for Leadership Cadres to Assist Other Teachers Locally
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Workshops:ToolsPedagogyShare IdeasReflect on Projects
TICKIT Teacher Local Reports toAnd Interaction With TeacherColleagues
TICKIT TeacherReports to TICKITStaff, Peers & OtherTeachers at Conferences
Reflection,Action ResearchOn ClassroomProjects
Individual E-Mail,Phone, Asynchronous & In-PersonCoaching ByTICKIT Staff
Electronic Collaboration:Project Progress ReportingReading and ReflectionConstructive Friend InteractionTechnology ReviewsExpert Chats
Teacher Prior:KnowledgeSkillConfidenceMotivationBeliefs
Individual TICKIT Teacher:KnowledgeSkillConfidenceMotivationBeliefs
Other Professional& Staff DevelopmentExperiences & Programs
TICKIT Program Elements:
School-LevelOutcomesModels of Technology IntegrationColleague Support by TICKIT Cohort:
Value Added byTechnology Integration in Classroom Teaching & Learning
StudentLearning
Create,Teach,Assess,ReviseClassroomProjects
Figure 1: Model of TICKIT Program Components and Outcomes
Assessment ofClassroom Project by:TICKIT StaffOther Teachers
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I. TICKIT Information Center
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II. TICKIT Learning Center
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III. TICKIT Meeting Hall
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Reading Reactions
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Critical Friend Activities
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Guest Expert Chats
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Free Technology Reviews
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Thoughtful Team Reflections
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IV. TICKIT Resource Center
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V. TICKIT Project Gallery
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Typical TICKIT Training and Projects:• Web: Web quests, Web search, Web edit/pub.
– Includes class, department, or school website.
• Write: Electronic newsletters, book reviews.
• Tools: Photoshop, Inspiration, PowerPoint.
• Telecom: e-mail with foreign countries Key pals.
• Computer conferencing: Nicenet.org.
• Digitizing: using camera, scanning, digitizing.
• Videoconferencing: connecting classes.
• Web Course: HighWired.com, MyClass.net, Lightspan.com, eBoard.com
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Technology Integration Reviews
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1998-2002 Project Examples
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2002-2003 Project Examples
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TICKIT Teachers
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Research QuestionDo teachers who have been through the TICKIT program differ from teachers who have not on dimensions of computer integration?
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Effective Professional Development
Components Description
Form Reform vs. traditional (Study groups or networks vs. workshops or conferences).
Duration Number of hours and span of time.
Collective participation
Participation by established groups (same school, grade, department vs. educators from various schools).
Content focusProfessional development aimed at increasing disciplinary knowledge.
Active learningMeaningful analysis of teaching and learning (examining student work, getting feedback on teaching).
CoherenceDegree of consistency between professional development and teachers’ goals, standards and opportunities for continued professional communication.
Structure
Core
Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001
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Effective Professional Development
Garet et al. TICKIT
Form
Duration
Collective participation
Content focus
Active learning
Coherence
Structure
Core
Garet, Porter, Desimone, Birman, & Suk-Yoon, 2001
??
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Methodology 1/3Study Design
• TICKIT Completers– Teachers from the first four years of TICKIT– The survey is a post measurement– Dropouts. . .
• TICKIT Applicants– Teachers who applied for the fifth year of TICKIT– The survey is a pre measurement
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Methodology 2/3Participants
• Schools– Rural– Central and southern Indiana– Better than average technology infrastructure
• Teachers– Cohorts of 4-6 teachers from each school– Average teaching experience 11.5 years
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Methodology 3/3Instrumentation
Two Part Survey
– Demographics and TICKIT-Related Questions
– Levels of Technology Implementation Survey (LOTI) Moersch (1994, 1995, 2001).
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Results 1/3Survey Returns= 79 %
CohortSurveys
SentSurveys
ReturnedReturn
Percentage
1998-99 25 16 64%
1999-00 29 21 72%
2000-01 30 22 73%
2001-02 22 20 91%
2002-03 Applicants 27 26 96%
Total 133 105 79%
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Results 2/3Factors Description Reliability
Technology Integration
Frequent/regular use; learn with and about; variety of learning tasks; often thematic or project-based instruction
.93
Technology Limitations
Perceived access to technology .78
Technology Resistance
Technology use that supports only traditional pedagogy, reticence about computer use based on skill level or time constraints, and lack of perceived pedagogical value
.66
Computer Proficiency
Computer proficiency is an index of one’s general comfort level and confidence in using computers
.80
Learner-centered Instruction
Personal needs of students, lessons and curricula that are in some measure responsive to student interests, and assessment strategies that are performance oriented
.79
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Results 3/3
Factors
Means
TICKITCompleters
TICKITApplicants t Sig.
Effect Size
1. Technology Integration 74.05 38.25 7.663 .000*** 1.81
2. Technology Limitations 11.60 15.79 -3.281 .002** .63
3. Technology Resistance 4.37 7.91 -3.143 .003** .80
4. Computer Proficiency 25.51 18.84 4.614 .000*** 1.20
5. Learner-centered Instruction
18.29 12.40 5.120 .000*** 1.22
**p< .01 ; ***p< .001All effect sizes favor TICKIT groupLower scores on factors two and three indicate more positive responses The ‘n’ for each comparison varies due to incomplete data. We used list-wise deletion of missing data (Completers n=66-77; Applicants n=18-20)
Possible High Score
126
28
56
35
28
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Relative Impact 1/2Source of Influence
1st choice
2nd choice
3rd choice
% Ranking this 1,2
or 3
Peer Teacher Support 3 5 4 15%
Grant Money 0 2 2 5%
Administrative support 4 3 4 14%
Undergraduate Training 0 1 3 5%
Stipends 1 1 0 3%
Curriculum technology integration expectations 3 5 5 18%
Graduate courses outside TICKIT 2 4 4 13%
Personal ambition and interest in technology
34 16 12 78%
Parental and community expectations 1 2 3 8%
TICKIT professional development 15 23 16 68%
In-school professional development other than TICKIT 4 6 15 32%
Conferences, institutes, and other external 5 9 8 28%
Other 5 2 1 10%
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Relative Impact 2/2Source of Help % Choosing as one of their choices
Business Partner 1.9%
Classroom Teacher 62.9%
District Coordinator 10.5%
University Professor 14.3%
Site Principal 8.6%
Student 14.3%
Technology Coordinator 76.2%
Other (Internet, friends, family, other school personnel)
21.9%
From which individuals do you seek primary guidance, information, and/or direction relating to the integration of technology into your curriculum?
Multiple Sources
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General TICKIT Outcomes• Provides structured, project based learning about
thoughtful tech infusion for teachers
• Adds to teachers’ competence/confidence
• Builds leadership cadres in schools
• Provides graduate level recognition of teachers’ accomplishments
• Links schools and university
• Supports small, rural schools
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Internal Motivation Influences
I want to be able to help provide the most challenging, interesting lessons for students. As a result of this I need to keep current.
I’m not required to use the technology but do so to learn for myself and help the students.
Even before the TICKIT experience, I was looking for ways to integrate technology into my classroom. I am enthusiastic and committed to this.
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TICKIT Teacher Voices“This class was very helpful. I gained a lot of confidence as a technology user from this class.”
“The door is now open. I will continue to try to find technological ways to teach them.”
“This was the best program I have ever been involved with as a teacher.”
“Thank you! A poor tired out “old broad” has a new lease on teaching”
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Overall Lessons Learned
• Avoid Teachers Who Are Compelled By School Administrators Into Participating
• Teachers Need a Reasonable Technology Environment In Which to Work
• Teach Technology Use in the Teacher’s Computing Environment, Not Ours
• A Local Leader is Important For a Cohort of Teachers In a School
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Overall Lessons Learned, Con’t
• Teachers Respond to Challenge and High Expectations
• Requiring Projects in a Graduate Course Framework Creates Teacher Stress But Pays Off For Most Teachers
• Asynchronous Conferencing Requires a Lot of Structure and Meaning For Teachers
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Impact
• Researchers and Teacher Educators
• K-12 Teaching and Administrators
• Government Officials and Politicians
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Future DirectionsAdditional Research• Growth of current cohort over the course of this year
• Correlation of other data sources with current findings (i.e. observation, document analysis)
• Impact of technology integration on student learning