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Instructional Media & Technology Tweed W. Ross Kansas State University [email protected] edu
Einstein Alive and Well • “Problems cannot be resolved at the same level of consciousness that created them. ”
Setting the Discussion • Most pre-service teachers throughout the country take one or more ICT courses. • These courses vary considerably and are developed to meet complex local contexts and needs. • Research on the effectiveness of these courses in student teaching experiences and on the job is spotty.
Defining our Context • Instructional Media & Technology is a two credit hour required course. • Generally taken early in the professional program at COE-KSU. • 300+ students per semester in an on-line environment. • One tenured faculty + 3 graduate assistants • “Use technology to teach technology. ”
K-State College of Education Environment • • • No computer lab classrooms. Mobile computer labs. Completely wireless for 4 years. Checkout laptops (Macs) for student use. Extensive in house faculty and IT support. Some classrooms equipped with advanced technology-portability equipment for the others.
Outside Driving Forces • State licensing. • NCATE. • COE-KSU Conceptual Framework. – Charlotte Danielson, Framework for Teaching. • ISTE.
Personnel Driving Forces • Tenured faculty perceptions. • Inability to find faculty or graduate assistants with technology skills AND classroom experience. • Students with new skills and attitudes the embrace technology to-– Communicate. – Access information. – Share. • K-12 environment changing
Course anomalies • Entirely on-line. – Only one face to face meeting for orientation. – Three tests • Efforts to insure test security. • Students can take test as anytime in the semester. – Contain two parts: randomly generated multiple choice + skill demonstration. • Course is asynchronous – Students can complete the course in anytime frame they choose prior to the end of the semester. – Seat time is not a factor. • Student maturity and time management are factors.
What We Know • Employer perceptions – Modest satisfaction • Technology to meet local environmental needs, application software, and level of sophistication. • Student perceptions – Ross & Wissman (2001) Redesigning Undergraduate Technology Education, Journal of Technology and Teacher Education 9(2), 231 -44. – OEIE (2002) Technology Use in COE Methods and Clinical Courses, Manhattan, KS. – Center for Extended Studies/OEIE (2002 -2004) Undergraduate Program Evaluation.
What We Don’t Know • How to insure that all students are able to ISTE NETS*T in: – Their methods classes. – Their supervised teaching experiences in our PDS schools. – Their actual classroom experience. • How to reach out to different non-KSU campus environments, particularly in SW Kansas. • Insure methods faculty have the technology skills to effectively evaluate and guide student technology in technology-rich content teaching experiences.
• Changing Models of Perception=Unresolved Complex Issues clock University courses undefined by hours. • On-campus classes offered to off-campus students. • Ownership and portability of course materials in a world where universities compete for students. • Defining success in a ways that do not rely on student relativity.