Post on 04-Apr-2018
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Running head: Instructional Technologies, Media and Methods
Instructional Technologies, Media and Methods:
An Online Course for Pre-service Teachers
M. Scott Alexander
J. Robert EsligerRitwa Smith
ETEC 510 65C
University of British Columbia
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Instructional Technologies, Media and Methods: A Course for Preservice Teachers
Rationale
Research conducted by Hew & Brush (2007) confirmed our belief that teachers new to
the profession often feel they are not adequately prepared to use technology effectively in their
lessons; therefore, we created an online course to assist preservice teachers in obtaining the
necessary knowledge and skills required in order to be successful and current, as they enter the
classroom as teachers.
During the past decade, growth in the practical applications of the Internet and computer-
based technology in the classroom has been immense. It has become second-nature for students
to log on to the Internet and/or utilize email on a daily basis (Thompson, 2008). The
advancement in website development, together with the simplicity of available online software
and applications has pushed the use of the Internet and the World Wide Web in the classroom
more than ever before. According to Statistics Canada almost three-quarters (73%), or 19.2
million Canadians aged 16 and older went online for personal reasons during the 12 months prior
to the 2006 census survey. This was up from just over two-thirds (68%) in 2005 when the
survey was last conducted (Stats Canada, 2008). Therefore, we believe that accessibility to the
necessary technologies will not be a hindrance in accomplishing the goals of our design project.
Our research indicates that although classroom teachers have access to technology and
online resources these items will have little effect unless teachers receive sufficient training in
their effective use in teaching and learning (Ringstaff and Kelley, 2002). Nonis & OBannon
(2001) found that most preservice teachers, in different content areas and disciplines, know little
about the effective use of technology and are not confident in using it when they teach.
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Therefore, the course that we will create as our design project will be contextualized in
preservice teacher training as they prepare for entry into K-12 classrooms in public education.
The activities in our course are designed to engage preservice teachers in creating
learning contexts for their students that focus on developing five main objectives: (a) skills in the
use of accessing and applying various technologies, (b) higher-order thinking, (c) deep
knowledge, (d) collaboration, and (e) connections to the world beyond the classroom. The
context for our course activities is supported in academic research by Wehlage, Newmann, &
Secada (1996). We are also supported in our claim that technology training is necessary for
preservice teachers by Evans & Gunter (2004).
Key Frameworks
As Prensky (2001) cleverly stated, todays students are termed digital natives because
they were born into a world where digital media is readily available for their entertainment,
communication, learning, and shopping, and that these students are native speakers of the digital
language of computers, video games and the Internet. Prensky (2001) goes on to say that those of
us who were not born into the digital world but have adopted aspects of the new technologies are
being termed digital immigrants. Therefore our digital immigrant teachers and university
professors who speak an outdated language of instruction will face a significant challenge as they
endeavour to teach a population that speaks a completely new digital language. Today, students
who do not have access or skills related to digital media will face the likelihood of being behind
their peers and/or disadvantaged in their learning (Austin, 2004). In addition, it is believed that
the current generation of learners will make demands for educational institutions to provide
technology-rich and technology-current learning environments (Austin, 2004).
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Indiana University points out that the primary argument for not using technology in the
classroom is that teachers have not had enough training in the use of technology in teaching.
With the surge of inexpensive technology available to students and the ever increasing
compatibility amongst computer operating systems, the problems outlined by Knill (2007)
regarding hardware malfunctions and software conflicts are being reduced. Computer
technology is built better and updates are usually available to students at the click of a mouse.
Therefore, we will not focus our project on technology itself; instead, our course will focus on
the practical use of technology in teaching and learning in order to allow preservice teachers to
deliver content to their students in an engaging and meaningful way.
Knill (2007) and Whalen (2002) suggest that there are many good reasons why teachers
need to have media, Internet and technology skills with one of the most important being that
students must be skilled and ready to meet the demands that will be placed upon them in their
educational careers and in their chosen vocation. Today's students must know how to navigate
the World Wide Web, understand and utilize various software programs and be able to craft
presentations using both commercial computer applications and the free Web 2.0 applications.
Other benefits to students include access to alternate methods of communication and interaction,
access to a wide range of research and information, access to various points of view through
online research, and access to learning through collaborations and discovery.
Our design project consists of two goals: (1) to review the importance of integrating
technology into preservice teacher education programs as a method of preparing technologically
proficient teachers for jobs in K-12 schools; and (2) to create an online self-paced course for
preservice teachers that will provide them with the introductory knowledge, skills and practical
experiences necessary to integrate technology into their teaching practice.
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new understanding and meaning; he viewed learning as social experience. Lev Vogotsky studied
learning as a cognitive building process, and developed the theoretical framework that social
interaction plays a foundational role in the development of cognition (Wikipedia, 2010). Through
their work, John Dewey and Lev Vogotsky are credited for preparing the groundwork for the
concept that knowledge is built from the foundation of previous knowledge, known today as
knowledge-building. In addition, through the research of Casas (2006) and Hughes & Daykin
(2002) we confirmed that constructivist theory and learning strategies are beneficial in the
development of online learning environments. Therefore, we have embraced constructivist
principles in the development of our online course titled Instructional Technologies, Media and
Methods.Literature tells us that teachers only integrate technology in their teaching practices if
they feel at ease with the technologies; however, this same research also tells us that when
familiarized with information technologies, teachers will integrate technology regularly in their
classroom activities (Johnson & Liu, 2000; Woodbridge, 2004).
The Society for Information Technology and Teacher Education (SITE) has identified
some basic principles for the development of effective teacher education programs (Aimes White
Paper, 1998). These principles include statements that technology should be infused into teacher
education programs; that technology should be introduced in context; and that preservice
teachers should experience innovative technology-supported learning in their teacher education
program. In addition, Hepp, Hinostroza, Laval and Rehbein (2004) document the following three
reasons for the necessary integration of technology in K-12 education: (1) due to the fact that
computers and Internet technology are the main tools for information processing, students need
to become competent in their use, acquire the necessary skills, and have access to computers and
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networks during their school life; (2) because schools are institutions of learning, computers and
Internet technology must be the fundamental skill-set taught on all levels of an educational
system, from classrooms to ministries; and (3) public schools should update present teaching
practices and resources to include more effective integration of technology in order to assist
students in becoming life-long-learners.
In addition to research from the aforementioned individuals, the US Department of
Education (1995) conducted a national study through which they provided significant support for
constructivist project-based teaching and learning approaches in public education. This US
study, coupled with research from Roblyer (2003) assisted us by confirming many positive
effects of implementing effective technology within the K-12 educational context and we have
highlighted what we believe to be the six most significant elements as they pertain to the
development of our design project; these include: (a) enhanced student motivation, attention and
self esteem; (b) increased skills in research problem solving; (c) increased skills in various web-
based tools and applications; (d) increased ability to work collaboratively, cooperatively and to
share and build upon their learning with others; (e) increased teacher ability to build engaging
lessons; and (f) increased ability for students to feel a sense of control over their learning and to
work in self-directed learning environments.
Therefore, through our review of literature and confirmed need for preservice teachers to
have access to an up-to-date course on the integration of technology into teaching practice, we
determined that we could provide an online course using Moodle as the learning environment
(see Figure 1). Moodle will not only house our course, but it will also provide preservice teachers
with skill development and practical application with using Moodle as an online learning
environment through which to create their own online course and/or lessons (Jacobsen, Clifford
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& Friesen, 2002). Moodle has many characteristics that we believe make it an ideal learning
environment for our course; it is free, open course, and runs on any platform without conflict.
Moodle itself is designed from constructivist philosophy which is a perfect fit for our design
project (Moodle Docs, 2010).
Moodle provides for the creation of online lessons, it permits multimedia sources to be
embedded with ease and it has an array of tools built into it that will assist the instructor in
guiding students through the course. Moodle tools can be used for constructivist and social
learning; these include blogs, wikis, chat rooms, databases, discussion forums, and a glossary in
addition to the traditional course management tools such as quizzes, lessons, assignments,
calendar and grade book tools. Moodle will serve as the hub for our course by providing a space
for us to host the course content as well as provide a collaborative environment for preservice
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Figure 1. Organization of our Moodle Course: Instructional Technologies, Media
and Methods
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teachers to construct their knowledge and reflect on their learning. We will also utilize tools from
outside Moodle and incorporate such items as rubric generators, online lesson plans and material
repositories, as well as several Web 2.0 tools such as weblogs, digital mapping, moviemaker,
YouTube, podcasts, and rich media content (Peachey 2008).
Intentions and Positions
The curriculum used in the design of our Instructional Technologies, Media and Methods
course is based on five modules that we have created. Upon completion of the five modules,
preservice teachers will have developed specific learning outcomes regarding the integration of
technology into their teaching (see table 1).
Table 1
Modules of our Instructional Technologies, Media and Methods course
ModuleNumber Objective Desired Learning Outcome Examples of Activities
1
Definition & Use of
terms/concepts related
to T.I.E.
Terms/concepts such as instructional
media; instructional technology;
instructional design; interactive
learning; instructional computing.
etc.
Use reference materials
research activities; and
internet resources.
2 Describe & illustrate
procedures for tech
selection & evaluation
Selection criteria for instructional
media/software.
Procedures for selection & evaluation
of media.
Practical applications of media ininstruction.
Provide draft of selection
criteria and involve users
in discussions &
applications.
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3 Describe, create, use
categories of media
e.g. print,
Audio/Visual
Types, categories and forms of
instructional media.
Preparing instructional media of
various forms.
Using print, visual, audio, displays,
software, etc.
Involve preservice
teachers in (hands-on)
creations of the various
types of media).
4 Describe and use
methods & strategies
of instructional
approaches
Methods of instructional presentation
for teaching.
Uses of demonstrations, simulations,
and games.
Discovery learning, tutorials, &
problem solving.
Conduct/guide
demonstrations of
teaching; and uses of
instructional approaches.
5 Design instructionalplans/activities and
manage instruction
Introduction of events of instructionand planning.
Framework, tools, resources and
sample plans.
Essentials of instructional
management strategies.
Use reference materials;research, planning
activities; Web 2.0; and
Internet resources.
A constructivist design provided us with the opportunity to create learning modules that
preservice teachers will find engaging, develop higher-order thinking, and develop knowledge
and skills in the utilization of technology in teaching. The constructivist paradigm also lends
itself to knowledge-building through discourse and we will assist the preservice teachers to make
connections with one another through a built-in social forum (Asan 2002 & Jonassen 1998). Our
goal is to create sustained learning opportunities for preservice teachers specific to the use of
technology in teaching and learning and to provide them with methods, activities and strategies
that they will, in turn, be able to use to teach their students. Through the built-in activities and
utilization of Web 2.0 tools we anticipate that preservice teachers will instinctively begin to
include engaging, technology-based activities into their lesson planning (Doering, Hughes &
Huffman, 2003).
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Research conducted by Clifford & Lock (2004) found that well designed on-line learning
environments help to engage preservice teachers in the range of skills that surround teaching and
learning with technology. They found that whether these environments provided the primary
structure for course delivery or, if only an environment for collaboration, the findings were
remarkably consistent in that a well constructed digital learning environment can enhance
preservice teacher skill development (Clifford & Lock, 2004).
A review of literature by Choy, Wong & Gao (2008) regarding preservice teachers
utilization of information technology, revealed a trend that technology-based courses produce
positive results by developing preservice teachers basic knowledge and skills, changing their
attitudes toward information technology and perceived self-efficacy when using technology.
Leinonen (2005) suggests that there have been five major stages in the evolution of
technologies in learning (see Figure 1).
Figure 2. Stages of Using Computers in Education
Figure 2. Stages of Using Computers in Education. Adapted from Teemu Leinonen (2005) (Critical)
history of ICT in education and where we are heading? Posted on Flosse Posse Free, Libre and Open
Source Software in Education Retrieved March 22, 2010 from
http://flosse.blogging.fi/2005/06/23/critical-history-of-ict-in-education-and-where-we-are-heading/
In 2005 it was only assumed that social software and free and open content would be the
next breakthrough in the field of educational technology because at that time, tools such as blogs
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and wikis, were already being used extensively in the field (Leinonen, 2005). However,
Leinonen (2005) was correct in his thinking as there was a shift in the selection and use of the
availability of free Internet tools which was to become known as the move from Web 1.0 to Web
2.0. We believe that Web 2.0 tools can provide a more technological-rich experience for students
and the tools can also be utilized for many pedagogical purposes. For example, blogs are
effective for building e-portfolios and facilitating interaction and communication competencies;
GooglePages are useful in developing skills in searching, organizing and sharing web resources;
and Wikis are effective for cooperative and collaborative learning activities. We maintain that by
utilizing the aforementioned tools in the classroom, the role of the teacher can shift from
provider to that of facilitator, and the students can have a more active and engaging role in a
media-rich learning environment (Muniandy, Phing & Rasalingam 2009).
The educational technology courses for preservice teachers offered at eight Malaysian
universities were reviewed by Muniandy, Phing & Rasalingam (2009) and were found to cover
many areas pertaining to computer related technologies as well as components related to
educational practice. A total of five components emerged from the various course outlines and
they are listed as follows: (1) Information and Communication Technology, (2) Educational and
Instructional Technology, (3) Telecommunication and Networking, (4) Library Science, and (4)
Application Practice and Tutorial. Figure 3 was developed by Muniandy, Phing & Rasalingam
(2009) to illustrate the many components of ICT curriculum in preservice teacher training in
these courses. A common focus running through the courses includes educational and
instructional technology, and general pedagogy. Muniandy, Phing & Rasalingam (2009)
determined that preservice teachers in each of the eight universities are trained with different
competencies in knowledge and skills, and the courses offered varied in terms of contents, focus,
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title and methods of instruction. In other words, some courses focused heavily on theory, while
others focused more on hands-on practice. Muniandy, Phing & Rasalingam (2009) hypothesized
that this is due to the fact that there are no proper guidelines regarding curriculum design. The
courses were developed based on the perceptions, knowledge and experience of each course
instructor regarding what they determined to be important.
This research by Muniandy, Phing & Rasalingam (2009) confirmed the appropriateness
of our course content and ensured us that our course fit with the standards for an undergraduate
preservice teacher course in educational technology. However, to strengthen our course we
added a module that was not covered in the Malaysian universities and that is our Module 4
which covers instructional presentation for teaching, simulations, discovery and instructional
approaches.
Figure 3. ICT Curriculum in Preservice Teacher Training
Figure 3. Adapted from Information and Communication Technology (ICT) Training Curriculum for
Pre Service Teachers in Malaysian Public Universities: Challenges in Preparing Next Generation of
Teachers. Preparing the Next Generation of Teachers. by Muniandy, B., Phing, T.P., & Rasalingam,
R.R. (2009). Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang,
MALAYSIA.
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The US National Educational Technology Standards for teachers (NETSS) state that all
teachers should meet the following six standards: (Standard 1) Teachers demonstrate a sound
understanding of technology operations and concepts; (Standard 2) Teachers plan and design
effective learning environments and experiences supported by technology; (Standard 3) Teachers
implement curriculum plans that include methods and strategies for applying technology to
maximize student learning; (Standard 4) Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies; (Standard 5) Teachers use technology to enhance
their productivity and professional practice; and (Standard 6) Teachers understand the social,
ethical, legal and human issues surrounding the use of technology in PK-12 schools and apply
those principles in practice (NETSS, 2002). Through our literature review we believe that our
course modules will prepare preservice teachers to meet the six standards as outlined by
NETSS.
Colleges and universities should build preservice teachers competence in teaching with
technology as Ringstaff & Kelley (2002) have concluded through their research. They
determined that significant improvements in student achievement can result from formal
preservice training in the use of technology. Therefore, we contend that teacher education
programs should consider all aspects of technology integration while providing preservice
teachers with ample opportunity to apply what they have learned in the course either through
online simulations and/or through their practicum placements.
To conclude this section it is important to note that our course is designed in such a way
that preservice teachers will move independently through the five modules. It is our expectation
that preservice teachers will have already developed independent learning skills and that they
will take responsible for their own learning. It is also our expectation that preservice teachers
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will complete all the individual, group and project-based assignments in each module in order to
complete the course.
Key Concepts and Contexts
Hixon & So (2009) determined that providing preservice teachers with opportunities to
observe and interact with classroom environments, real or simulated, is critically important to
educating high quality, well-prepared teachers. While technology's role in relation to field
experiences continues to be explored, it is important to identify the benefits of technology's use
in teaching that have been documented in literature. Such information is relevant to those
involved in preservice teacher education to ensure that postsecondary institutions design the most
effective field experiences possible. Hixon & So (2009) determined that there are five major
benefits of using technology in preservice teacher field experiences and they are as follows: 1)
exposure to various types of teaching/learning environments, 2) creation of shared experiences,
3) reflection on practice, 4) preparing students cognitively for problem solving, and 5) learning
about technology integration. We believe that our design project includes these important
components (see Table 1).
One item identified in research that we have not worked into our design project is that of
providing a mentor teacher to work with preservice teachers in a real life context. Current
research by Evans & Gunter (2004) and Swain & Dawson (2006) contends that while
coursework on technology integration is necessary during undergraduate studies it is equally as
beneficial to provide mentorship between preservice teachers and mentor- teachers who have
expertise with integrating technology into their teaching. This research goes on to state that this
mentorship will provide preservice teachers with real-life experiences while they are engaged in
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their teaching practicum rather than integrating technology into hypothetical lesson plans.
Further to this, research by Evans & Gunter (2004) also indicates that it is not sufficient just to
see technology modeled; preservice teachers must be required to integrate technology into their
real-life teaching. Therefore, the body of research that we have identified has assisted us in our
project design by confirming that our online course for preservice teachers is meaningful and
purposeful while also indicating that a best case scenario would be to have mentor teachers
associated with preservice teachers while they are engaged in the online technology course, or
shortly thereafter in a practicum placement. We have not built this aspect into our design project.
Hixon & So (2009) state that while there are many research-based advantages to using
various forms of technology in teaching field-experience, there are also some serious concerns
that must be addressed through future research. Hixon & So (2009) and Knill (2007) noted that
some of the concerns that need to be addressed can be stated quite simply as: (a) the use of
technology may result in a reduction in interaction between teachers and students, (b) that
technology may limit the reality and complexity of the tasks presented to students, and (c) that
technical problems may interfere with the consistency of lesson planning and lesson consistency
over time. We have taken the concerns of Hixon & So (2009) and Knill (2007) into consideration
and believe that our course will address the necessity for teacher interaction with students and for
the teacher to take an active role with the students; we believe that the use of technology in the
classroom will make learning more real, more up-to-date, and more engaging for students; and
finally, we believe that educational institutions have far fewer network conflicts and it would be
a rare occasion that software and hardware conflicts would interfere with lesson consistency.
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InterActivities
Interactive learning as defined by Brogan (Interactive Learning Definition, n.d.) occurs
when a student puts knowledge and skills together by connecting with the information and
experiences that are provided by the teacher. Brogan (n.d.) further states that in interactive
learning the student is engaged both intellectually and emotionally and that feedback, reflection
and dialogue are integral components. A definition of learning through interactivities can be
further defined as communication with an objective or goal. The aforementioned definitions
were instrumental in assisting us to frame the interactive components of our course.
It is common knowledge that interaction plays a variety of roles in online courses, but
most notably it is used to stimulate learning. Additionally, we understand that interaction can
assist us in getting the learner's attention; keep the learner's interest; assist us in transferring
information to the student; assist the student with retention and reflection, and assist in both
formative and summative evaluation of student learning.
The nature of our course is both theoretical and practical. Preservice teachers will utilize
many different multimedia and online tools that they will incorporate into the development and
teaching of their lessons. We believe that our course must be interactive and we will use social
networking offered through Moodle and Wiki as the methods by which to build in this student-
to-student and student-to-teacher interaction. It is our hope that through the engaging lessons and
activities coupled with the online interaction that our learners will come to be engrossed in the
content, feel challenged and engaged. Through the interactivity we want to give preservice
teachers real-life problems and scenarios through which to push and stretch their thinking, while
at the same time have them enjoy the process. We want our preservice teachers to understand
how the use of technology in our course can, in turn, be used to enhance their future lessons.
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Therefore, we will be modeling, coaching and scaffolding (Jonassen, 1998) the use of technology
in lesson plan development through interactivities included in our course.
As stated earlier, our course content will be hosted using Moodle, but other tools will be
introduced to the preservice teachers during the course so they will have many choices to select
from when creating their lessons. Moodle has many different features, which will be utilized,
but we will also require them to locate and utilize other applications outside of Moodle.
In order to ensure that there is interactivity throughout our course on Moodle, the
instructor will create the tasks, and the preservice teachers will be asked to give responses to the
various questions, scenarios and problems. The concepts of the students role will be very
important in this course as we will need to be very clear and include an outline of the students
role on the course Moodle shell.
As a part of our course the preservice teachers will study two models regarding the
teaching and learning process; the ASSURE Model and DALES Cone of Experience. The
ASSURE Model governs the steps in preparing lessons for teaching and the word ASSURE is
an acronym (A =Analyze, S = State Objectives, S = Select Methods, Media, and Materials, U =
Utilize Media and Materials, R = Require Learner Participation, and E = Evaluate and Revise).
We will model the ASSURE Model in our course as we believe, just as Gulati (2004) and
Heinich, Molenda, Russell, & Smaldino (2002) believed, that well-designed lessons begin with
the arousal of students interest followed by the introduction of new material. Throughout any
online course, the aforementioned researchers believe that students should be involved in
practice with feedback, assessment of their understanding, and conclude with follow-up
activities. It is important to note that we will make use of the content that we want the preservice
teachers to learn and become fluent with as part of the design of our course.
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Figure 4. Moodle Shell for our Design Project
Figure 4. See ITMM Moodle Site located at http://moodle.met.ubc.ca/course/view.php?id=95
Moodle's assignments, forums, resources, wikis and lessons enable us to create course
material that our preservice teachers can interact with. We believe that this type of interaction is
more engaging and effective than courses consisting of a textbook or binder of materials.
However, we have learned that it is common to begin creating a course by addingstatic material
the next step would involve adding interactivity. Our assignments take the place of many static
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resources as they consist of web pages with assignments that probe, stimulate further research
and culminate in a question and/or student response. Moodle has many features (see Figure 4)
that provide us with the opportunity to assess students, their attitudes towards their new learning,
and their satisfaction with our course.Moodle has two tools specifically designed for collecting
ungraded feedback from our students:surveys and choices. A survey is created with a set of
predetermined questions. Surveys focus on getting feedback from students about the nature of the
course or assessing their learning. Choices are small, one-question surveys. They act as small
web polls. It is possible to use a choice to get feedback from students about any topic, as long as
its only one question long. Finally, we believe that if we add a Critical Incidents survey after
completion of each course module the result is a structured, ongoing conversation between the
students and teacher.
Verifications
The evaluation of our designed educational environment would consist of two parts: (1)
to examine how well the course was implemented in the preservice teacher program (formative
approach) and; (2) to analyze the extent to which the outcomes of the course were achieved
(summative approach). The formative aspect of the evaluation would be designed so that we
could collect data throughout the term and to encourage reflection by the various people involved
in the course including preservice teachers, mentors (if implemented), instructors and the
postsecondary institutions technology team. In the summative part of the course evaluation the
students grades would be assessed to determine student success and, in addition, an online
survey(s) would be created in order to collect and assess the specific course outcomes as well as
the following additions: (a) a means to collect student feedback regarding the use of online social
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network in encouraging a learning community with the instructor (see choice in Figure 4); (b)
frequency analysis to show that the required online involvement actually took place; (c) review
the patterns of communication regarding instructor interaction and student response; (d) that the
tasks designed for online discussion generated online interaction with a cognitive focus; (e) that
the content of the course pointed to the role and importance of integrating technology into
teaching practice; and evidence that (f) students perceived the value of considering other
students' perspectives, ideas and resources as a major addition to their successful online learning.
In addition to creating our own surveys and online data collection instruments, we have
also found that Michigan Community College Virtual Learning Collaborative (MCCVLC) has
created guidelines that identify the issues that faculty at Michigan community colleges should
address when developing online courses. It has been determined by MCCVLC that by
appropriately addressing these guidelines all of their members can be assured that the courses on
their website are of the highest quality and provide exceptional learning experiences for their
students. A Task Force of the MCCVLC has designed a rubric to accompany the guidelines, and
MCCVLC states that other institutions may utilize their guidelines as a faculty self-assessment
instrument when developing online courses, and it can also be used to review courses that have
already been developed. We believe that this offer to use something that is already created could
be beneficial and prevent us from reinventing the wheel. Use of the MCCVLC self-assessment
instrument would have to be further researched to determine applicability and cost.
In our online research for verification tools and instruments we also located the Quality
Matters Rubric Standards (see Figure 5). We believe that there may be some merit in utilizing a
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combination of the standards set by the International Society for Technology in Education, those
set by MCCVLC and those created by Marylandonline (see Figure 5).
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Figure 5. Quality Matters Rubric Standards
Figure 5: This rubric can be located at Marylandonline at: http://qminstitute.org/home/Public
%20Library/About%20QM/RubricStandards2008-2010.pdf
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Reflections and Connections
Technology is everywhere, and we need to assist future educators to embrace it if they
are to assist students in their learning and future careers. The rapid rate of growth in the field of
technology and the growth of web-based tools that can be utilized in teaching and learning, has
allowed teachers to utilize various web-based applications to enhance their teaching and that, in
turn engage students in their learning. Our course will not cover all of the Web 2.0 tools and
applications that exist and can be utilized in some manner in the classroom, as that would be
impossible to cover in one course; however, the intent of our course is to provide preservice
teachers with the introductory skills needed to utilize technology in their teaching practice. The
interactivity of this course provides the preservice teacher with a hands-on approach that they
can take into their classrooms as they become certified teachers. The 21st century offers teachers
many different tools and applications of technology than ever before and to fully grasp this rapid
growth, teachers need the skills in order to embrace and utilize this technology in the classroom
in order to relate to the digital natives who will be present there.
Leinonen (2005) determined that it is long overdue that we begin to understand the role
of technology in student learning. He states that we are approaching a critical mass of technology
in the classroom and yet are faced with never-ending budget demands for new and better
hardware and software and the subsequent professional development needs of existing teachers.
The advancement of technology in the classroom creates rich opportunities for research. The
possible questions for new research can be rich, and the opportunities are great for extending
knowledge of how children best learn, how teachers best teach and how educational institutions
can partner with one another to extend the possibilities of this digital age.
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In this paper we have discussed the necessity of teacher skill development in order to
integrate technology into their teaching. Through this design project, we have created an online
learning environment in which to demonstrate the component skills that we believe, based on our
research, are paramount in providing to preservice teachers before they become qualified
teachers.
In our course we have not only created content but we have modeled the use of the
technology that we hope preservice teachers will, in turn, make use of in their teaching practice.
Throughout our course, preservice teachers are provided the opportunities to explore innovative
and emerging technology resources in authentic learning and teaching situations. However, by
providing them with authentic experiences we have in turn exposed other issues that can hinder
their success with integrating technology and pedagogy. As with many teacher education
programs, we are not able to select practicum placements that provide optimal technology
integration experiences nor do we have the ability to connect the preservice teacher with a
mentor who has the skills in this area. Therefore, we know that some preservice teachers
practicum placements will be with teachers who are not comfortable using technology for
instructional purposes and who do not have the necessary skills with using technology in
innovative ways. This is why we believe that it is so important for preservice teachers to gain the
skills and practice while in their undergraduate teaching programs and why we felt compelled to
create our course.
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