Transcript Developing University-School Partnership in Multidisciplinary Technology Integration Sergei Abramovich Rick Tomlinson Glenn Mott Stacy Rush Valarie Simmons SUNY Potsdam and Banford Elementary School - Canton.

Developing University-School
Partnership in Multidisciplinary
Technology Integration
Sergei Abramovich
Rick Tomlinson
Glenn Mott
Stacy Rush
Valarie Simmons
SUNY Potsdam and Banford Elementary School - Canton
Overview
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Theoretical background
Description of the project
Multidisciplinary activities
Conclusions
Theoretical background
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Assessment by NCATE Task Force on
Technology and Teacher Education (1997):
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Pre-service teachers rarely have an occasion for
applying technology in their courses and are not
engaged in role models of faculty teaching with
technology
This finding applies to all content areas, including
mathematics, science, and social studies
Context
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It has been suggested by several authors that
teacher education programs should provide
learning experiences for pre-teachers in using
a computer as an exploratory tool in both
theoretical and applied contexts with a focus
on “learning with technology, not about
technology” (Shaw, 1997) during all stages of
their education including regular coursework
and student teaching.
Context
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As Browning and Klespis (2000) have pointed
out, pre-teachers should be given authentic
experiences in developing technologyenabled activities for a pre-college classroom.
Willis (2001) has extended this
recommendation by arguing that pre-teachers
should be given opportunities for professional
growth including teaching their own
technology-enhanced lessons.
Three approaches to technologyenhanced mathematics pedagogy for
elementary pre-teachers (SUNY Potsdam)
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Introduce pre-teachers to the pedagogy
through a computer-enhanced mathematics
methods course
Offer a course that focuses on the design of
technology-enabled lessons of mathematics
Introduce technology into a mathematics
teacher preparation program that is grounded
in pre-teachers’ participation in a methods
course with a student teaching (field
experience) component.
These three approaches parallel
Garofalo’s (2000) notion of the
primary user of technology
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Teacher educator as the primary user
Pre-teachers are being prepared to be
the primary users
Pre-teachers are being prepared to
have their students to be primary users
Participants
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Pre-service elementary teachers in a
graduate program (SUNY Potsdam)
Third-grade students (Banford
Elementary School)
University faculty
School faculty
Goals of collaboration
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Develop set of multidisciplinary activities
for younger children that integrate offand on-computer activities, including the
Internet and spreadsheets
Use spreadsheet as an exploratory tool
Using computers in elementary teacher
education in the strongest sense
Goals of Collaboration
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Affecting elementary pre-teachers’
beliefs about technology
Helping the school to integrate
computers into curriculum
Classroom environment
Classroom environment
Classroom environment
Classroom environment
Classroom environment
Classroom environment
Classroom environment
Multidisciplinary activity:
Temperature project
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Use of the Internet to collect data
Use of spreadsheets to represent data
Use of spreadsheets to analyze data
Use of spreadsheets to put
mathematics in the context of
temperature patterns
Use of sequential building of task
complexity
Student’s response
Conclusions
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Authors believe that the project:
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enabled the pre-teachers to act as agents
of change in the PDS environment
helped them to develop a disposition
towards the fieldwork classroom as a site
for inquiry
References
•Browning, C.A., and Klespis, M.L., (2000). A reaction to Garofalo, Drier, Harper, Timmerman, and
Shockey. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (2).
(http://www.citejournal.org/)
•Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., and Shockey, T. (2000). Promoting appropriate
uses of technology in mathematics teaching. Contemporary Issues in Technology and Teacher
Education [Online serial], 1 (1). (http://www.citejournal.org/).
•National Council for Accreditation of Teacher Education. (1997). Technology and the new professional
teacher: Preparing for the 21st century classroom. Washington, DC: Author.
References
•Shaw, D. E. (1997). Report to the President on the use of technology to strengthen K-12 education in
the United States. Washington, DC: President’s Committee of Advisors on Science and Technology,
Panel on Educational Technology.
•Valli, L., Cooper, D., and Frankes, L. (1997). Professional Development schools and equity: a critical
analysis of rhetoric and research. In M. W. Apple (ed.), Review of research in education, pp. 251-304.
Washington, DC: AERA.
•Willis, J. (2001). Foundational assumptions for information technology and teacher education.
Contemporary Issues in Technology and Teacher Education, [Online serial], 1(3),
(http://www.citejournal.org/).