Longitudinal Study of Technology Training to Prepare Future Teachers.

Abstract This three year study examined a program designed to prepare Pre-k to Grade 12 teacher candidates (TCs) to develop and deliver lessons that effectively incorporate technology that enable their students to use technology to achieve lesson plan objectives. Three variables were used: (1) comfort level with technology, (2) frequency of technology use, and (3) efficacy. The project evaluation showed positive pre-test/post-test gains on all three variables with statistically significant differences for comfort and frequency of use. Follow-up studies compared TCs as first-year teachers and first-year alternative certification teachers (ACTs), who did not participate in the technology training. TCs average scores were more positive than ACTs with a significant difference for teaching efficacy and number of hours students use technology. The ability to incorporate technology within the curriculum is one of the most difficult tasks for classroom teachers (Benton Foundation, 1997; Driskell, 1999). While college students may be familiar with the every day practical use of technology, they need specific preparation to develop technology-integrated curricular lessons. A major focus of the educational reform movement has been to develop teacher education programs that emphasize pedagogical practices to prepare classroom teachers to incorporate technology into classroom learning. This process engages elementary and secondary students in the use of technology as an effective tool for their educational development. This three-year study (2001-2003) examines the success of integrating technology training within a teacher preparation program to prepare teacher candidates (TCs) to use technology in classroom instruction. This longitudinal research stretches from TCs' first semester of a two semester undergraduate internship to their first year as classroom teachers. Over this time period, evaluators conducted two major assessments to determine change and growth (1) project evaluation using pre/post testing of TCs during the technology training in the teacher preparation program and (2) follow-up studies using comparative testing between TCs as first-year classroom teachers and other first-year teachers who went through an alternative certification program, subsequently referred to as alternative certification teachers (ACTs), who did not participate in the technology training Quantitative results for both testing processes were based on three major variables: ia) comfort level with technology, (b) frequency of technology use, and (c) efficacy, i.e., a sense that one can make a difference in one's work. The project was a result of a three-year Preparing Tomorrow's Teacher to Use Technology (PT3) Implementation Grant from the U.S Department of Education Description of the Project In response to the need for educational reform in the preparation of new teachers to integrate technology in the curriculum, the university made a strategic decision to reform its teacher education program The three-year project goal was to develop a program model that prepared teacher candidates to be proficient in developing and delivering classroom lessons that effectively incorporate technology in the learning process. Lesson plans would be developed to ensure that classroom students Pre-K to 12th grade) use technology in demonstrating mastery of lesson plan objectives. The technology training program model included three full-day interactive seminars offered during TCs' first semester of a two-semester undergraduate internship. Mentor-teachers and university faculty also participated in the training to ensure continuity of theory and practice in the university and campus classrooms These interactive seminars focused on developing technology-integrated lesson plans that would be implemented during their classroom teaching assignments in the schools The lesson plan format represented a student-centered learning approach that incorporated lesson plan self-assessment, multicultural education, higher order thinking and individual learning styles. …