InTime Impact Report What was InTime's Effectiveness and Impact on Faculty and Preservice Teachers?

This article describes the outcomes of a project sponsored by the Preparing Tomorrow's Teachers to Use Technology (PT3) initiative from the U.S. Department of Education. The Integrating New Technologies Into the Methods of Education (INTIME) project was designed to provide the necessary resources for methods faculty to revise their courses and to model the appropriate use of technology in their classes. Additionally, it supported teacher education students in the application of technology in their lessons and units. The article provides a summary of the impact of project-developed materials on faculty participants and teacher candidates involved in the project. The data were collected to determine the effectiveness of the materials throughout the 3-year duration of the project. The following instruments were used in the study with 35 faculty participants and approximately 1,100 teacher candidates in their classes: surveys, questionnaires, rubrics, phone interviews, WebCT forums, a video case study, and teacher reflective practice documentation (revised syllabi, technology integration action plans, and individual reports). Results from the data analysis indicated that the web-based video materials produced by INTIME were an appropriate and powerful tool that supported learning by university faculty, teacher candidates and inservice teachers. Integrating New Technologies Into the Methods of Education (INTIME) is a 1999 Catalyst grant for Preparing Tomorrow's Teachers to Use Technology (PT3) from the U.S. Department of Education to the University of Northern Iowa College of Education. Goals for INTIME were developed as a response to reports from the National Council for Accreditation of Teacher Education (NCATE) and the federal Office of Technology Assessment (OTA). These reports have called attention to existing deficiencies in teacher preparation programs in preparing preservice teachers to use technology effectively in the PreK-12 classroom. Therefore, the purpose of the INTIME project is to provide the necessary resources for methods faculty to revise their courses to model technology integration and require teacher education students to apply technology, along with components of quality education, in their lessons and units. ********** INTIME RESOURCES INTIME's online database has 540 video vignettes ranging from 2 to 20 minutes in length, featuring over 60 different lessons, and covering a variety of subject areas for PreK-12th grades. The vignettes exemplify teachers and students using technology as a tool for learning within a robust educational setting. The videos are not staged or scripted, but the quality and content are controlled. INTIME online video vignettes are authentic examples of classroom practice, examined using a rich framework of educational theory and research. The Technology as Facilitator of Quality Education Model (TFQE), developed at the University of Northern Iowa (Switzer, Callahan, & Quinn, 1999), has as its core, Students at the Center of Their Own Learning. This theme is also woven throughout the seven dimensions of the TFQE Model (Figure 1). The seven dimensions are: 1. principles of learning; 2. information processing; 3. standards from all content disciplines; 4. tenets of effective citizenship in a democratic society; 5. teacher knowledge (knowledge of students and in-depth content knowledge); 6. teacher behavior (classroom management and pedagogy); and 7. appropriate integration of technology. [FIGURE 1 OMITTED] Project personnel analyze raw footage, edit video, and write narratives connecting lessons to theory, describing how the teacher is demonstrating one of the seven aspects of quality teaching. The resulting videos allow users to view the lessons through different "lenses," or elements from the TFQE Model. In addition, each lesson is accompanied by a teacher interview and activity overview video. …