Transcript The TICKIT to Technology Integration

TICKIT Overview and Research:
Rural Teacher Technology Integration
Curtis J. Bonk, [email protected]
Indiana University
http://php.indiana.edu/~cjbonk/
May 19, 2003
TICKIT
Teacher Institute for Curriculum Knowledge
about Integration of Technology
http://www.iub.edu/~tickit
Overview of TICKIT
• In-service teacher education program
• Rural schools in central & southern Indiana
• Supported by participating school systems,
Arthur Vining Davis Foundations and Indiana
University
• Cohorts of 4-6 teachers from 4-6 school
corporations
TICKIT Emerged in Fall, 1998
TICKIT Goals
• Knowledge, skill, & confidence
• Thoughtful integration of technology
• Leadership cadres in schools
• Link schools and university
• Help schools capitalize on their
technology investments
Original Teacher Goal Statement
• “Obviously, I’m technologically in the
Dark Ages. My students are so computer
savvy that I feel I must at least attempt to
catch up with them.” – Debbie White,
North Gibson
• “We have a state-of-the-art building, so
now we need a state-of-the-art curriculum
that uses that technology.” - Linda Seib,
Madison
Program Structure
• Teachers attend three workshops at I.U. for a
total of 4 days
• Curriculum-based, technology supported
classroom unit or lesson each semester
• In-school workshops to support teachers in
their unit or lesson design
• Final products are two action research reports
• Reports to colleagues and school “giveback”
Program Structure
• Various online activities using a course
management tool (COW, Virtual University,
Blackboard, Web CT, Oncourse)
– Article critiques
– Chats with technology experts (Bernie
Dodge, Annette Lamb)
– Free Tool Reviews
TICKIT Program Description:
ACOT Principles Used
 Situate staff development activities in classrooms
 Teams of teachers, not individuals
 Constructivist learning approach modeled by
facilitators
 Ongoing conversation and reflection about
practice
 Teachers develop lessons or units, and actually
teach them
 Provide long-term follow-up support
The TICKIT Program Model
1) Classroom Curriculum Projects
 Provide structure for teacher goal-setting and
implementation
 Apply what learn by developing and teaching units
2) Teacher Choice
 Do not persuade to use a particular theory or
method
 Urge teachers to integrate technology into what they
already do to add value
 Present an array of possibilities for integration
projects
TICKIT Program Model, Con’t
3) Expect Systematic Evaluation, Self-reflection,
and Revision of Practice
 Provide for electronic and face to face collaboration
with colleagues and coaching by TICKIT staff
 Provide audiences and venues for reports and
reflections on practice
4) Provide a Structure for Leadership Cadres to
Assist Other Teachers Locally
TICKIT Program Elements:
Assessment of
Individual E-Mail,
Classroom
Phone, Asynchronous & In-Person
Project by:
Coaching By
TICKIT Staff
TICKIT Staff
Other Teachers
Workshops:
Tools
Pedagogy
Share Ideas
Reflect on Projects
Create,
Teach,
Assess,
Revise
Classroom
Projects
Electronic Collaboration:
Project Progress Reporting
Reading and Reflection
Constructive Friend Interaction
Technology Reviews
Expert Chats
School-Level
Outcomes
Models of Technology Integration
Colleague Support by TICKIT Cohort:
TICKIT Teacher
Local Reports to
And Interaction
With Teacher
Colleagues
Reflection,
Action Research
On Classroom
Projects
Individual TICKIT
Teacher:
Knowledge
Skill
Confidence
Motivation
Beliefs
Value Added by
Technology
Integration in
Classroom Teaching
& Learning
TICKIT Teacher
Reports to TICKIT
Staff, Peers & Other
Teachers at
Conferences
Other Professional
& Staff Development
Experiences & Programs
Teacher Prior:
Knowledge
Skill
Confidence
Motivation
Beliefs
Figure 1: Model of TICKIT Program Components and Outcomes
Student
Learning
I. TICKIT Information Center
II. TICKIT Learning Center
III. TICKIT Meeting Hall
Reading Reactions
Critical Friend Activities
Guest Expert Chats
Free Technology Reviews
Thoughtful Team Reflections
IV. TICKIT Resource Center
V. TICKIT Project Gallery
Typical TICKIT Training and Projects:
• Web: Web quests, Web search, Web edit/pub.
– Includes class, department, or school website.
• Write: Electronic newsletters, book reviews.
• Tools: Photoshop, Inspiration, PowerPoint.
• Telecom: e-mail with foreign countries Key pals.
• Computer conferencing: Nicenet.org.
• Digitizing: using camera, scanning, digitizing.
• Videoconferencing: connecting classes.
• Web Course: HighWired.com, MyClass.net,
Lightspan.com, eBoard.com
Technology Integration Reviews
1998-2002 Project Examples
2002-2003 Project Examples
TICKIT Teachers
Research Question
Do teachers who have been through the TICKIT
program differ from teachers who have not on
dimensions of computer integration?
Effective Professional Development
Components
Description
Form
Reform vs. traditional (Study groups or networks vs.
workshops or conferences).
Duration
Number of hours and span of time.
Collective
participation
Participation by established groups (same school, grade,
department vs. educators from various schools).
Content focus
Professional development aimed at increasing
disciplinary knowledge.
Active learning
Meaningful analysis of teaching and learning (examining
student work, getting feedback on teaching).
Coherence
Degree of consistency between professional development
and teachers’ goals, standards and opportunities for
continued professional communication.
Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001
Structure
Core
Effective Professional Development
Garet et al.
TICKIT
Form

Duration

Collective participation

Content focus

Active learning

Coherence
??
Garet, Porter, Desimone, Birman, & Suk-Yoon, 2001
Structure
Core
Methodology 1/3
Study Design
• TICKIT Completers
– Teachers from the first four years of TICKIT
– The survey is a post measurement
– Dropouts. . .
• TICKIT Applicants
– Teachers who applied for the fifth year of TICKIT
– The survey is a pre measurement
Methodology 2/3
Participants
• Schools
– Rural
– Central and southern Indiana
– Better than average technology infrastructure
• Teachers
– Cohorts of 4-6 teachers from each school
– Average teaching experience 11.5 years
Methodology 3/3
Instrumentation
Two Part Survey
– Demographics and TICKIT-Related Questions
– Levels of Technology Implementation Survey (LOTI)
Moersch (1994, 1995, 2001).
Results 1/3
Survey Returns= 79 %
Cohort
Surveys
Sent
Surveys
Returned
Return
Percentage
1998-99
25
16
64%
1999-00
29
21
72%
2000-01
30
22
73%
2001-02
22
20
91%
2002-03 Applicants
27
26
96%
133
105
79%
Total
Results 2/3
Factors
Description
Reliability
Technology
Integration
Frequent/regular use; learn with and about; variety of
learning tasks; often thematic or project-based instruction
.93
Technology
Limitations
Perceived access to technology
.78
Technology
Resistance
Technology use that supports only traditional pedagogy,
reticence about computer use based on skill level or time
constraints, and lack of perceived pedagogical value
.66
Computer
Proficiency
Computer proficiency is an index of one’s general comfort
level and confidence in using computers
.80
Learnercentered
Instruction
Personal needs of students, lessons and curricula that are in
some measure responsive to student interests, and
assessment strategies that are performance oriented
.79
Results 3/3
Means
Factors
TICKIT
Completers
TICKIT
Applicants
Possible High
Effect
Score
t
Sig.
Size

1. Technology Integration
74.05
38.25
7.663
.000***
126
1.81
2. Technology Limitations
11.60
15.79
-3.281
.002**
28
.63
3. Technology Resistance
4.37
7.91
-3.143
.003**
56
.80
4. Computer Proficiency
25.51
18.84
4.614
35
.000***
1.20
5. Learner-centered
Instruction
18.29
12.40
5.120
28
.000***
1.22
**p< .01 ; ***p< .001
All effect sizes favor TICKIT group
Lower scores on factors two and three indicate more positive responses
 The ‘n’ for each comparison varies due to incomplete data. We used list-wise deletion of
missing data (Completers n=66-77; Applicants n=18-20)
Relative Impact 1/2
1st
choice
2nd
choice
3rd
choice
% Ranking
this 1,2
or 3
Peer Teacher Support
3
5
4
15%
Grant Money
0
2
2
5%
Administrative support
4
3
4
14%
Undergraduate Training
0
1
3
5%
Stipends
1
1
0
3%
Curriculum technology integration expectations
3
5
5
18%
Graduate courses outside TICKIT
2
4
4
13%
34
16
12
78%
1
2
3
8%
15
23
16
68%
In-school professional development other than TICKIT
4
6
15
32%
Conferences, institutes, and other external
5
9
8
28%
Other
5
2
1
10%
Source of Influence
Personal ambition and interest in technology
Parental and community expectations
TICKIT professional development
Relative Impact 2/2
Source of Help
% Choosing as one of their choices
Business Partner
1.9%
Classroom Teacher
62.9%
District Coordinator
10.5%
University Professor
14.3%
Site Principal
8.6%
Student
14.3%
Technology Coordinator
76.2%
Other (Internet, friends, family,
21.9%
other school personnel)
From which individuals do you seek primary
guidance, information, and/or direction relating to
the integration of technology into your curriculum?
Multiple
Sources
General TICKIT Outcomes
• Provides structured, project based learning about
thoughtful tech infusion for teachers
• Adds to teachers’ competence/confidence
• Builds leadership cadres in schools
• Provides graduate level recognition of teachers’
accomplishments
• Links schools and university
• Supports small, rural schools
Internal Motivation Influences
I want to be able to help provide the most
challenging, interesting lessons for students. As a
result of this I need to keep current.
I’m not required to use the technology but do so
to learn for myself and help the students.
Even before the TICKIT experience, I was
looking for ways to integrate technology into my
classroom. I am enthusiastic and committed to
this.
TICKIT Teacher Voices
“This class was very helpful. I gained a lot of
confidence as a technology user from this class.”
“The door is now open. I will continue to try to
find technological ways to teach them.”
“This was the best program I have ever been
involved with as a teacher.”
“Thank you! A poor tired out “old broad” has
a new lease on teaching”
Overall Lessons Learned
• Avoid Teachers Who Are Compelled By
School Administrators Into Participating
• Teachers Need a Reasonable Technology
Environment In Which to Work
• Teach Technology Use in the Teacher’s
Computing Environment, Not Ours
• A Local Leader is Important For a Cohort of
Teachers In a School
Overall Lessons Learned, Con’t
• Teachers Respond to Challenge and High
Expectations
• Requiring Projects in a Graduate Course
Framework Creates Teacher Stress But Pays Off
For Most Teachers
• Asynchronous Conferencing Requires a Lot of
Structure and Meaning For Teachers
Impact
• Researchers and Teacher Educators
• K-12 Teaching and Administrators
• Government Officials and Politicians
Future Directions
Additional Research
• Growth of current cohort over the course of
this year
• Correlation of other data sources with current
findings (i.e. observation, document analysis)
• Impact of technology integration on student
learning
Ok, who’s got the TICKIT?