Jana M Willis Michelle Giles
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Transcript of Jana M Willis Michelle Giles
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Competence and Confidence: Keys to Preparing Teachers to
Meet the Challenges of Tomorrow’s Technologies
Jana M Willis Michelle Giles
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The Question
What are the competence and confidence levels of preservice teacher candidates in the use of the various tools used in a technology integration course.
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The Premise
During training teacher candidates, need to gain both competence and confidence in their own abilities related to a variety of technologies.
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The Study
• Offering opportunities for exploration of new technologies can build confidence and motivate candidates to initiate technology use in the future.
• This presentation explores the pre-survey competence and confidence levels of preservice teachers.
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The Background
During an educational technology class, preservice teacher candidates were required to use selected online tools as part of class assignments and for a final group project.
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In the beginning…– Curriculum Library Closed– PT3 Grant – EE Demonstration– Adopted Project Learning Tree– Integrated Technology– Adopted Project Wild– Re-Adopted Project Learning Tree
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The Unit Model
• 5E Lesson Plan• TPACK Model–Technology–Pedagogy–Content
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Facilitate and Inspire Student Learning and Creativity
Series1
0.02
0.10.15
0.45
0.28
I am able to promote, support, and model creative and innovative thinking and inventiveness.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Facilitate and Inspire Student Learning and Creativity
Series1
5%10%
24%
42%
19%
I can promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking,
planning, and creative processes.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Facilitate and Inspire Student Learning and Creativity
Series1
3%
10%
18%
43%
28%
I can model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
virtual environments.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Design and Develop Digital Age Learning Experiences and Assessments
Series1
9%12%
24%
37%
17%
I can customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abil-
ities using digital tools and resources.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Model Digital Age Work and Learning
Series1
4%
12%15%
43%
27%
I can collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Model Digital Age Work and Learning
Series1
2%
14% 12%
47%
24%
I can communicate relevant information and ideas effectively to stu-dents, parents, and peers using a variety of digital age media and
formats.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Promote and Model Digital Citizenship and Responsibility
Series1
1%
14% 12%
45%
28%
I can promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Engage in Professional Growth and Leadership
Series1
4%
12%
20%
46%
18%
I can evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and
emerging digital tools and resources in support of student learning.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
1%4%
17%
40% 38%
Using technology in classroom activities.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
3%
10%
34% 33%
20%
Writing lesson plans which incorporate the use of technology.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
1%5%
19%
45%
30%
Using electronic discussion groups.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
1% 1%
13%
47%
38%
Using web materials as resources for classroom activities.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
2%
8%
26%
38%
26%
Making assignments which require students to use technology.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
2%
8%
29%
37%
25%
Use technology to teach higher order thinking skills.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
4%
10%
35%31%
19%
Incorporating the TEKS for Technology Applications into lesson plans.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Comfort Levels
Series1
1% 1%
11%
41%46%
Teaching basic computer skills.
Not CompetentSomewhat CompetentUncertainCompetentVery Competent
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Self-Evaluation
• David Dunning, Ph.D. at Cornell has found that the least competent performers inflate their abilities the most; that the reason for the over inflation seems to be ignorance, not arrogance; and that chronic self-beliefs, however inaccurate, underlie both people's over and underestimations of how well they're doing.
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Self-Evaluation
• In a subjective area like intelligence people tend to perceive their competence in self-serving ways.
• People don't like giving negative feedback.
• Inflating one's sense of self creates positive emotions and feelings of self-efficacy, but the downside is that people don't really like self-enhancers very much“ (Heine, 1999).
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Getting to the Truth.
• How to frame competence and confidence self-evaluation to obtain an accurate measures.
• Overconfidence produces underachievement: Inaccurate self evaluations could undermine students’ learning and retention