Ties2012 jo natalie (03.02.12)-1
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Preparing future teachers to integrate technology in education: Ready for take-off? Presentation @TIES2012, Barcelona Authors: Jo Tondeur, Natalie Pareja, Johan van Braak (Ghent University), Joke Voogt & Petra Fisser (Twente University)
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Ties2012 jo natalie (03.02.12)-1
- 1. Jo Tondeur Natalie Pareja Roblin Johan van Braak Ghent University Joke Voogt Petra Fisser University of Twente TIES, Barcelona, 2012 Preparing future teachers to integrate technology in education: Ready for take-off? Preparando a futuros profesores para integrar tecnología: Listos para el despegue?
- 3. Theoretical framework Marco Teórico Mishra en Koehler (2006)
- 4. Longitudinal approach Un enfoque longitudinal 2007-2008 ITT: Year 1 2008-2009 ITT: Year 2 2009-2010 ITT: Year 3 2010-2011 In service: Year 1 2011-2012 In service: Year 2 Study 1 Study 2
- 5. Study 1 Primer Estudio Aim Objetivos To identify approaches adopted by ITT to prepare BT for technology integration Method Método Case study in 3 ITT in Flanders Procedure Procedimiento Semi-structured interviews with head of department and ICT-coordinator Focus groups with pre-service teachers and teacher educators
- 6. Results Study 1 Resultados del primer estudio The vision of the three teacher education institutions is in transition: moving from ICT as a separate course (TK) towards a more integrated approach of embedding ICT within the courses (TPACK) Los tres institutos avanzan hacia un enfoque más integrado (TPACK)
- 7. ITT1: From TK to… ITT2: From TK to TCK ITT3: From TK to TPK
- 9. 2007-2008 ITT: Year 1 2008-2009 ITT: Year 2 2009-2010 ITT: Year 3 2010-2011 In service: Year 1 2011-2012 In service: Year 2 Study 1 Study 2
- 10. Study 2 Segundo Estudio Aim Objetivos To explore how BT from the same ITT integrate technology in their first years of teaching To examine the factors that contributed and/or hindered technology integration To analyze the extent to which ITT influenced the ways in which BT integrate technology. Method Método Exploratory study : Phone Interviews Case studies: In-depth interviews + Autobiographies
- 11. Beginning teachers’ profile Perfil de los profesores principiantes ITT Working experience Grade Level Access to technology Use of technology for teaching Influence of ITT BT1 ITT 2 1 month 6th grade Yes Yes Yes - Large BT2 ITT 2 15 months 5th + 6th grade + ICT coordinator Yes Yes Yes - Large BT3 ITT 2 3 months 2nd + 4th grade + special education Yes Yes Yes BT4 ITT 2 15 months 5th garde + language support Yes Yes Yes - Large BT5 ITT 2 10 months 4th grade Yes Yes Yes - Large BT6 ITT 1 15 months 3rd + 4th grade No* No* Yes BT7 ITT 3 15 months 2nd grade Yes Yes No*
- 14. BEAMER DIGITAL BOARD COMPUTERS E-BOOKS PICTURES GAMES EDUCATIONAL SOFTWARE AUDIO MATERIAL INTERNET Films What technologies BT use? Qué tecnologías usan los profesores principiantes?
- 20. Jo Tondeur Natalie Pareja Johan van Braak Joke Voogt Petra Fisser TIES, Barcelona, 2012 Preparing future teachers to integrate technology in education: Ready for take-off?
- 21. EXTRA > Respondents A B C Students 8 7 9 Trainers 5 6 5 ICT-coordinator Coordinator Media literacy ICT coordinator + teacher ICT ICT coordinator + TELE Head Dean Head of department Head of department
- 22. EXTRA > Instrument (1) Component Exemplary interview questions Vision What is the current vision of the instution on the place of ICT in the curriculum? Competences How to improve ICT-competencies of teacher educators? Infrastructure What kind of infrastructure can we find and where? Future plans? Software Which software are pre-service teacher using during their training? Support (How) are teacher educators working together? Leadership Who’s involved in the process of ICT-planning?
- 23. Instrument (2) Component Exemplary focus group questions Educational ICT-use What kind of ICT applications do you use in your educational practice? Attitudes and beliefs (Metaplan) What are the most important opportunities of ICT in education? What are the most important barriers for using ICT in class? Training How are you prepared to use ICT in class? Future Do you have suggestions to improve the training of pre-service teachers with respect to ICT?
- 24. EXTRA > 4 in Balance? S1 S2 S3 Vision No separate ICT course ICT-lessons in other courses New ICT course in the beginning of the training Competences No homogenous ICT competences > Individual support No homogenous ICT competences > Training (no follow-up) No homogenous ICT competences > No collaboration Infrastructure Good infrastructure > Digital board? Good infrastructure > Digital board? Insufficient access > developing a plan Software and content TELE (for communication) TELE (for communication) + website about educational technology TELE, portfolio, … > Technical skills?
- 25. Tehcnologies in the classroom Technologies outside the classroom BT1 (Bert) 1 Computer (for teahcer use) 1 Digital Board Computer class Camera CD-player BT2 (Bram) 1 Computer (for teacher use) 1 Beamer 1 CD-player Computer class BT3 (Evi) 1 Computer (for teacher use) 1 Beamer 1 TV and DVD-player Audiomaterial BT4 (joyce) 1 laptop (for teacher use) 2 computers (for children use) 1 Digital board Computer class Beamer TV and DVD-player BT5 (Shana) 1 laptop (for teacher use) 6 Computers (for children use) 1 Digital board 1 beamer -- BT6 (Brett) No No BT7 Computers (for children use) Digital board Radio Camera --
Notas del editor
- Intro of the authors, the study and the focus of this ppt > title [1’]
- Our starting point is that pre-service training can affect new teachers’ uptake of technology The evidence however shows that beginning teachers are often not prepared to use technology in their classrooms. This because of factors like ... There is no doubt that these factors contribute to technology integration but I’m sure you all agree that improving them is not enough to prepare beginning teachers successfully... [1’] How to improve ITT programs to prepare BT to integrate technology in education? insufficient access to technology (Russell et al., 2003) lack of time (Eifler, et al., 2001) lack of skills (Thompson et al., 2003 lack of experience (Starkey., 2010)
- It’s clear that we also need to help them bridge the gap between technical skills and educational practice. This brings us to TPACK, the model introduced by Koehler and Mishra (2008) … [1’]
- Info about the longitudinal approach…
- [1]
- [2’]
- Until now we have interviewed 7 BT that belong to the 3 teacher training institutes invovled in Study 1. The working experience of BT interviewed varied from 1 to 15 months All except one BT have access to tehcnology in their schools. The types of technologies they have access to and the palces where technology is located varies. Most teachers report having access to at least one computer in the classroom and 3 also report the existence of a computer class. 4 teachers have access to a digital board. Access to a beamer, CD and DVD player were also mentioned. All teachers (except the one who has no access to technology in the school) report to make use of tehcnology in their teaching practice
- BT regard access to technology in the classroom as an important facilitating factor for integrating technology. This can be illustrated by the words of one teacher as follows: Conversely, classroom management was identified by most teachers as the main limitation for integrating tehcnology. One teacher reported:
- All BT regarded the integration of technology as something important and necessary. When asked why they use technology, they identify two main reasons: (1) the affordances of technology for education and (2) The fact that technology is part of children’s daily experience
- BT make use of a wide diversity of technology tools and applications that go from computers to the digital board, from Internet to specific educational software or e-books.
- When looking at the types of uses BT make of technology we see that the most common use is still for demonstration activities, and/or for explaining and clarifying concepts. The second most common use is for Internet searches during lesson projects. The entertaining uses were mainly aimed at dealing with classroom management issues (for example, children will be using technology while the teacher goes over the list of names or when they finish a task earlier than the rest of the group). BT also reported the use of technology for the preparation of lessons and communication with parents. “ Sinds ik die beamer heb in de klas gebruik ik die eigenlijk dagelijks . Ook al is dat maar om, gewoon een figuurtje te tonen ter verduidelijking, of een powerpoint, voor ja, gewone kleine dingen” (BT2) “ In mijn klas zijn we nu bezig met een webpad op te lossen over ons zonnestelsel . Dan mogen ze op zoek gaan op internet en dan de vragen gaan oplossen. Eigenlijk vooral opzoekingswerk” (BT2) “ Inoefening, niet zozeer om nieuwe dingen aan te brengen, maar om kinderen die al klaar zijn met contract of met werkblaadjes ofzo, dat die dan kunnen extra oefenen” (BT7) “ Daar heb ik ook gebruik gemaakt van het digitaal bord, van de e-boeken, van wiskunde en taal. Ja, dat is wel voor de leerkracht ook gemakkelijker, dat je niet meer alle verbeteringen voorbeeld, als je klassikaal verbeterd, op het bord zelf moet schrijven, maar dat je dan kan laten verschijnen, en ook, andere voordelen. Je kunt dingen wegsteken, dingen laten verschijnen” (BT1)
- BT feel well prepared to integrate technology in their teaching practices. They report that their pre-service training provided them with an overview of various types of technologies and their educational possibilities, as well as with concrete examples of how to use technology in the classroom. Furthermore, they believe that their pre-service training motivated them to use technology.
- However, BT also felt that some things were missing in their pre-service training. Among them the opportunity to engage in “hands on activities” that is, the opportunity to experiment with technology. They also felt the need to engage in more authentic tasks wherein they could explore the possibilities of technology while designing concrete lessons. Finally, teachers also felt the need to further develop their technical skills, particularly with regard to the use of the whiteboard and with the ability to solve basic computer problems.
- As you can see it was not so easy to get teacher educators together…
- Vision: Results of this cross-case analysis indicated that the three teacher education institutions are in transition: they are, in line with the TPCK model, moving from ICT as a separate “stand-alone” course (TK) towards a more integrated approach of embedding ICT within the courses (TPCK).