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INTRODUCTION
When designing computer-based activities, give consideration to how
technology can be used to acquire, organize, demonstrate, and communicate
information. The planning process for technology integration is similar to planning a
curriculum unit. The main differences are HOW the students acquire the knowledge
and skills, HOW they demonstrate and apply the knowledge and skills, and HOW
learning will be assessed or evaluated. These differences have a major influence on
the structure of a lesson plan as they incorporate the use of the computer.
In addition to the skills and knowledge that must be taught as part of the
curriculum, consideration must also be given to the technology skills students need
to learn. Often teachers assume that the students will figure it out on their own.
However, this can waste instructional time. It is a good idea to plan ahead, so that the
time in the computer lab is well spent.
Probably the technology tool used most often for student projects is the World
Wide Web.
WEB SITES
"The Internet has many sites that easily lend themselves to classroom
integration," Swinford pointed out. "A favorite of mine, Refdesk.com, has a Site of
the Day section containing a wealth of useful and interesting Web sites. An archive
also is available. Other useful sections of the site include a Thought of the Day,
Word of the Day, and Current Events. All those sections provide a wealth of research
and discussion opportunities.
"Refdesk also has links to newspapers, listed by state and country. Foreign
language classes can access online news articles in the language being studied,"
Swinford continued. "Dictionary and thesaurus links also are easily accessible.
Translation links are available too -- all in one place on one page. If a student or
teacher needs a starting page to find resources, I definitely recommend this site."
"The Internet is loaded with activities for all types of classes," agreed high
school science teacher John Tiffany. "I regularly try to integrate Internet-based
activities into my astronomy class, my biology class, and my integrated science class
for freshmen. Activities might include current readings on topics in the field, or
activities that students can do. My astronomy class is small, so this year, I intend to
give each student an e-mail account and post articles to my Web site. Students will
respond individually, I'll post their responses, and have students respond to one
another's postings."
"Many times, I worked with a science teacher to help students use the Internet
to learn about planets, hurricanes, earthquakes, and so on," said retired K-8 computer
teacher/coordinator Betty Kistler. "We would locate appropriate sites and then I
would create a Web page for students to use. The science teacher sometimes came
into the lab with his students and guided the research; other times, he used the
Internet on a big screen in his classroom. Students sometimes worked in pairs to
answer questions. I found that most teachers felt more secure using the Internet in
the lab with me or in their classroom if I was there. As time went by, they became
more confident and comfortable with the technology (and the technology became
more reliable too)."
"In history," high school Webmaster Fred Holmes said, "a teacher might
assign students to research different areas of a particular subject. Students would
then go onto the Internet, collect pictures, information, and so on, and present the
results of their research to the class. A study of Civil War battles would be an
example of that type of activity; the teacher would assign groups different battles, the
students would research their assigned battles, collect pictures, and then give a
guided tour of the battlefield, telling what happened there."
Internet scavenger hunts are another way to integrate technology into almost
any topic or subject area. "I have my older students create online scavenger hunts for
younger students," noted computer coordinator Jennifer Wagner. "It improves my
older students' research and typing skills, and provides lower grade teachers with
extra activities for their students."
Fourth grade teacher Mary Kreul offered a number of Internet-based activities for
all grade levels.
Visit the Web pages of state and local historical societies when studying your state
or locality; learn about the region's history and famous citizens, and access current
information about your area.
Blogging is similar to an online diary; it provides a quick and easy way for
teachers and students to share work, opinions, ideas, and information. Blogging
can be used with 5- and 6-year-olds, with high school students, and with
elementary age students. For more information about blogging, visit Weblogs in
Education.
Check the daily weather for the weather in states or countries students are
studying in social studies; add a math connection by using a graphing program to
chart temperatures, precipitation, or storms, and then compare the results to
weather in your area.
Take virtual field trips to places connected to people or places students are
learning about; for example Thomas Jefferson's Monticello, Cleopatra's
Palace, Alaska, or Appomattox.
The Library of Congress has wonderful collections of music (both sound files and
sheet music) that can help your music department contribute to a study American
History.
POWERPOINT AND EXCEL:
"If a teacher has experience," Swinford said, "presentation skills also can be
emphasized. Besides standard presentations, such as slide shows, projects may be
presented in an interactive way, using a game show format, for example. A student I
know created "Millionaire Muslim Style," using a popular game show format to
present facts about the Muslim religion. It was fun and everyone learned the
information."
"Our students often used PowerPoint to accompany oral reports on curricular
topics," added Betty Kistler. "Perhaps the best integrated project I participated in
involved 8th graders looking at World War II posters on the Internet. Students
analyzed the posters and related them to the history of that time. I modeled this using
one poster, and then students picked two or three posters to focus on and used the
Internet to research their posters. A couple of students assisted me (or did I assist
them?) putting the posters into PowerPoint. In Social Studies class, groups of
students who had focused on a particular poster discussed their thoughts. Then, each
group presented its findings to the class, projecting the PowerPoint images up on the
screen. The result was a lively and thoughtful discussion between the reporting
groups and the rest of the class."
"The natural graph structure of Excel can be used by students to create game
boards or patterns," Swinford added. "Calendars or timelines also are easily created
with Excel. Older students can create interactive lessons or activities. The database
capabilities of Excel allow easy sorting and classifying of information."
Betty Kistler's sixth grade students used the Internet to obtain weather in a
country they were studying in-depth over a period of time; they then used Excel to
record and compare the weather in that country to their own.
WORD PROCESSING:
"The drawing tools included in most word processing programs allow students
to create pictures and logos, puzzles and more," Swinford said. "Stories can be
illustrated. Cookbooks can be created with imported graphics or custom illustrations.
Using the HTML conversion utilities, students can create Web pages from word
processing documents. Interactive documents can be made with the use of
hyperlinks.
"We did some keyboarding instruction beginning in grade 3, and then used the
weekly spelling list for practice," noted Betty Kistler; "sort of like the old 'write the
words 5 times' assignment. Students eventually became proficient with word
processing for writing essays. In 6th grade, students used word processing to report
on a week-long camping experience; in 7th grade, they learned to use columns to
create a newspaper based on topics from colonial times."
"Students also can use a word processing program to record 'What I Learned
This Week,' added preservice instructor Vicky Romano. "Each student types one or
two sentences throughout the week; then on Friday, the teacher prints the entire
document and sends it home."
"Make sense? I think it does. As teachers, we should do all we can to have our
students use the word processor, e-mail, and chat rooms/instant messaging to write
their brains out. Think about it. How many teachers require their students to write? If
writing is such a powerful learning experience, shouldn't every teacher every day
plan activities that involve writing? And if not, why not?
"So let's get our students using the computer across the curriculum, over and
over, for assignments that involve them in 'writing their brains out.' Poole
concluded."
"The most important thing is for the teacher to let their imagination go," said
Fred Holmes. "If the idea works, great; if there are problems, the teacher can 'tweak'
them along the way.
"Students can learn about the political process, for example, by working in
groups to stage an election," Holmes suggested. "Each group might select a
campaign manager, a candidate, and so on, and then create film ads promoting their
candidates. Students can edit or enhance the ads using video capture and editing
software, and then show the ads to their schoolmates and ask the student body to
vote for the best candidate."
"Students also can import pictures from the Internet or scan drawings they
created by hand or with a graphics program to add to their written reports," noted
Betty Kistler.
TEACHERS:
Students, of course, aren't the only ones who get to use the fun stuff!
"I use a SMART Board and a projector to project PowerPoint presentations for
my class," John Tiffany told Education World. "It's so convenient to stand up at the
board and be able to click through a presentation by tapping on the screen. I also use
SMART Board for brainstorming sessions with students. I allow them to come to the
board and write their own ideas. If we're doing math problems, I allow students to
come to the front and work out the assignments on the SMART Board. They enjoy
doing that. I then can save their brainstorming ideas or work for future reference,
rather than having to copy it or risk losing it, as would have been the case if I'd used
a chalkboard. I also allow students to experiment with the SMART Board during
down time.
"I also have a microscope that I've hooked up to my computer; the students are
fascinated with it," added Tiffany. "It doesn't have the best resolution, but we have
fun looking at things and trying to guess what they are. I've used it when I want to
look at specific things to use as part of a lesson. It's a lot easier and quicker than
setting up a microscope and having students take turns looking at something
individually."
ADMINISTRATORS:
"What I have found is that one of the most important indicators to tying
technology-skill instruction to the curriculum, particularly at the K-12 level, is a firm
grounding in technology standards on the part of administrators," Nicholas Langlie
told Education World. "If administrators do not understand the scope of what they
should know regarding technology, technology use will not be implemented
successfully. If administrators cannot appreciate the scope of what is involved, how
can they be expected to value the technology and align it with the curriculum? I do
not believe they can.
"I believe that without informed leadership, most technology initiatives are
fragmented and lack cohesion," said Langlie, Online Teaching/Learning Support at
New York's Hudson Valley Community College. "I believe it to be very difficult to
tie technology-skill instruction to the curriculum if you cannot pull together all the
pieces and appreciate what it is doing in the bigger picture of the culture of learning
you have in your school district."
"The best way to get technology integrated into the curriculum is to make sure
your district's teachers are provided with lots and lots of training," added education
technology specialist Robin Smith. "For the past four years, our teachers have been
required to take 14 hours of technology training in the summer as part of their
contract. We provide training at various times during the summer and teachers select
the courses and times that are most convenient and beneficial to them. We also
provide training during the school year.
"I think the biggest things district need to remember," Smith said, "is that
technology integration can't be accomplished overnight. It takes timebaby steps and
lots of patience. Through training, time, strong administrative support and
leadership, and long term planning, however, all schools can reach their goals for
technology integration."
Lesson organization:
Computers help you better organize and present your information. Typing up your
notes in Microsoft Word or Google Docs, or creating a PowerPoint presentation,
helps you focus less on how you’re going to teach and more on whatyou’re going to
cover. During class, you can project those notes onto a big screen to give students an
indication of where the lesson is going. If you do have a tendency to take rabbit
trails, or if your class is especially proficient at finding them, it’s easy to refocus and
redirect when the lesson content is neatly organized on screen.
Having the notes projected onto a big screen also helps you focus on the overall
content instead of getting lost in the minutiae. Rather than taking the time to write
everything up on the board with a marker while you’re giving the lesson (and
simultaneously having to worry about your handwriting and spelling), you can
instead focus on expounding the content.
2. Visual aids:
I’m a very visual learner, so when I teach, I like to use as many visual aids as I can.
If I’m teaching about weather, for example, I want to not only talk about the subject
but also show my students relevant pictures so they can better understand the topic.
Fortunately, the Internet provides more opportunities than ever to find relevant
images so you can give students a concrete context for the subject. Pre-selected
images can also be projected or shown on individual computers to reinforce the
lesson while you talk. At the very least, you can print pictures off of a personal
computer and show them to the class.
3. Videos:
A short, entertaining, instructional video is a great way to get students excited about
learning. Some of my favorite sites for this are Brainpop, National Geographic Kids,
and National Geographic on YouTube (especially the 101 videos like Tornadoes
101). Your students are also bound to love the Crash Course series with Hank Green;
you can use these videos to quickly introduce a subject, supplement your own
lessons, or review the material before an exam.
4. Class reading:
I used to teach as a substitute in one classroom in which there was a Kindle library
that the teachers shared and used in their English classes. The students could adjust
the size of the text and follow along as their classmates took turns reading. Besides
using Kindles, you can also project the assigned text onto a big screen or use
personal computers to direct the students to sites like Learning A-Z, which has
leveled e-books and guided lessons.
5. Board work with a SMART board:
I love SMART boards — with this technology, you can easily project your computer
screen onto the board while still retaining the functionality of a traditional classroom
whiteboard. This means that you can display any pictures, notes, or practice work
from your computer and then write all over them as you discuss different elements of
the lesson. Students love coming up and writing on this board, too; this makes
practice work for subjects like math, grammar, and languages especially fun.
If you don’t have access to a SMART board but do have access to a computer and
projector, you can achieve similar results by simply projecting the image from your
computer onto a whiteboard.
6. Games:
Educational games are a great way to reinforce your lesson and engage your students
(read more about the lessons that come from playing games). Students can play pre-
selected games on individual computers, or you can project one game onto your
board and play it as a class.
For example, Classcraft offers both pre-made and make-your-own quests that can be
used to guide students through a particular lesson or unit. To make these quests even
more engaging, you can include an accompanying online game or short video. Other
websites with educational games include Sheppard Software, Fun Brain, PBS Kids
Games, and National Geographic Kids Games.
7. Research:
While I love hard-copy books, there’s no denying that the Internet has expanded the
range of available resources and made research easier than ever before — students
no longer have to trudge on over to the library and find books on their research topic,
then flip through hundreds of pages to find what they’re looking for. Now,
computers enable students to quickly and easily collect information from a wide
range of credible online resources. Students can also use local library web pages to
more efficiently search for relevant hard-copy sources.
8. Presentations
When it comes to presentations, computers provide a fun variety of ways for students
to share their knowledge. PowerPoint is definitely a favorite that can be used with all
ages. Students can write a story, display graphs and pictures, and practice public
speaking as they navigate through the slides in an oral presentation. Prezi is another
excellent online presentation resource for students; it gives them a bit more freedom
and creativity in how they choose to present the information and transition between
“slides.”
Students can also present what they’ve learned by using tools such as Microsoft
Publisher to create bookmarks, brochures, posters, or postcards. There are even
programs to guide students through the process of developing and designing their
own websites. And of course, computers also enable students to type up high-quality
reports, with the added benefit of helping them learn from editing features that check
for spelling and grammar errors, as well as other writing mistakes.
The role of a teacher continues long after the lesson has ended. To that end, here are
two ways in which computers can enrich the post-lesson experience.
Some schools provide online portals like Canvas through which teachers and
students can communicate via messages or discussion boards. This encourages
questions and dialogue about classroom assignments. It also enables teachers to give
immediate feedback on any project or assignment.
Classcraft offers a messaging feature that allows you to communicate with students
and parents who have created parent accounts. You can also send announcements as
one-way messages that blast out to all students or parents. Learn more about this
feature here.
10. Grades
Rather than recording grades on individual papers and in a gradebook, and then
sending out paper report cards at the end of each term, teachers can post the grades
in an online portal that’s accessible to both students and parents. This allows
everyone to get an immediate idea of how the student is doing. If the student is
struggling with a concept, the parent is informed early enough to be able to work
with the teacher on providing extra support. Plus, there’s less of a need to worry
about any paper communication getting lost in backpacks and pockets.
Computer technology has grown in leaps and bounds since the 80s. Whereas it was
once a rare privilege to have access to computers, it’s now almost impossible not to
(at the very least, there are libraries and internet cafes available to those who don’t
own a personal computer). And while computers are not a necessary component of
teaching (I’ve certainly taught without them), they do expand the possibilities
available to you and your students. When used properly, classroom technology
makes learning more fun, engaging, and highly effective.
The issue of computer technology integration in teacher education has reached the
SCDEs are faced with the challenge of developing computer technology use and
Theoretical Framework
delivery as they assist students in integrating new technology tools. This resulting
communicated through certain channels over time among the members of a social
system” (p. 5). An innovation is “an idea, practice, or object that is perceived as new
by an individual or other unit of adoption” (p. 11). Rogers’ rate of adoption model,
most applicable to this study, states that innovations are diffused over time in a
Following this the innovation’s rate of adoption gradually stabilizes and eventually
adopters, early majority, late majority, and laggards. He then specified that the early
adopters are the key players in bringing the innovation to the point of being self-
sustaining.
Gladhart’s model addressed the issues of teacher behavior, student behavior, and
technology tools regarding computer integration. The teacher behavior part of the
model lists the following five levels of computer technology integration: entry,
Russell (1996) identified six stages that learners move through as they learn to use
applications to new contexts. Russell’s action research specifically addressed the use
six categories “learners typically go through as they learn to use technology” (The
Russell show several similarities. Stage 1 for all three models involves the initial step
of becoming aware of and acquainted with the innovation. All three authors alluded
to the individualism of this stage; that is, the potential adopters’ feelings, lack of
Stage 2 varies considerably among the three authors. Rogers’ Stage 2 involves the
the use of the innovation and the development of new skills. In Stage 2, Gladhart
In Stage 3, Gladhart and Russell stressed that the increase in skill levels allows the
adopter to apply the use of this new technology to their teaching. In addition, with
confidence in their skills, adopters are able to provide creative integration activities
for their students. To Rogers this stage shows evidence of an individual involved in
For Rogers, Stage 4 was the action phase of the adoption of an innovation. Here the
individual makes the decision to adopt or reject the innovation. Russell observed an
learner-centered approach.
Stage 5 is the final stage for Rogers and Gladhart. Rogers simply stated that it is in
this stage that the individual uses the innovation. Rogers added that users seek
reinforcement for their decision. Gladhart noted that adopters change their
Gladhart
Adoption Rubric
Stage
1 Knowledge Entry Awareness
2 Persuasion Adoption Learning the
process
3 Decision Adaptation Understanding and
application of the
process
4 Implementation Appropriation Familiarity and
confidence
5 Confirmation Invention Adaptation to other
contexts
6 Creative
application to new
contexts
These three models all dealt with individual adoption of an innovation and
served as the context from which this study was developed. This researcher
the adoption of an innovation; that is, the integration of computer technology into the
Research Methods
This research used a descriptive case study design (Yin, 1989) to examine the three
teacher education programs. By using the case study method, this researcher was
The participating programs were chosen based on their use of the computer
technology infusion model, rather than the stand-alone course model. The infusion
members and students throughout the teacher education coursework. In the stand-
alone course model one required course provides instruction for preservice teachers
on computer technology literacy and integration skills. The three teacher education
analysis of their documentation and the results of the School Technology and
Readiness (STaR) Chart (CEO Forum, nd). The participating programs are from
from 1,250 to 7,000 students. The two schools with enrollments of 7,000 are located
instruments, key informant interviews, and focus group interviews to answer the
research question: What are the processes that occur as departments of education
move toward the infusion of computer technology into the teacher education
curriculum?
Existing Documents:
national trends and standards, several California State Assembly and Senate bills
Classroom, adopted in 1998, required that “candidates are able to use appropriate
rejected, and oversaw each university’s plan. For this study, the Standard 20.5
proposals were secured from 11 teacher education programs. Three programs met the
Survey Instruments:
Four survey instruments were used in this research: The STaR Chart, a faculty
demographic survey, the Stages of Adoption survey (Stages), and the Levels of Use
(LoU) survey. The STaR Chart (CEO Forum, nd) is a self-assessment tool which
students, and alumni. The tool can be used to assess an institution’s current
technology integration status and assist in planning for the future. The STaR Chart
participating teacher education program and was completed by the key informants on
the CEO Forum Web site. Key informants emailed the results to the researcher. The
STaR Chart findings classified one program in each of the following stages: Early
education level, and position status were compiled. The following items regarding
computer technology use were collected: computer access; computer, software, and
e-mail use; training; and Web site authoring. The mean scores of each of the items
progressive levels. Users select a single level that best describes their position along
the continuum of adopting computer use. The Stages survey was used in this study to
indicate the stage of computer technology use of the teacher education faculty
members in each program. A mean score of the technology use levels of the faculty
The LoU survey (adapted from Griffin & Christensen, 1999) is a self-assessment
measure that describes the computer technology use behaviors on one of seven
progressive levels. Respondents select a single level that best describes their levels
of computer technology use. The LoU was used to indicate the computer technology
use of the teacher education faculty in each program. A mean score of the
The teacher education faculty members from the participating institutions were
contacted through the key informants and asked to complete the demographic
questionnaire, the Stages survey, and the LoU survey. Information was gathered
from faculty members who integrated and who did not integrate computer
technology into their teaching. Faculty members were given the choice of
After initial telephone contact with the institutions, the key informants (those
individuals with the most information about computer technology integration in their
The focus groups at each site were comprised of at least two teacher education
individual, and one teacher education student. Key informants at each site assisted in
Data Analysis
Implementation Plans for the California Credential Standard 20.5 were assessed to
teachers. Those universities indicating in their plan the use of the infusion model
were considered for the study. From these institutions, one Early Technology site,
one Developing Technology site, and one Advanced Technology site were identified.
The 20.5 Plan from the Early Technology program indicated they were using a
stand-alone model. However, the Department Chair indicated they were in the
Surveys:
The 19-item STaR Chart report, completed by the key informant at each site,
corporately. Thirty teacher education faculty members completed the survey process,
with a 100% response rate. Demographic information was used in the triangulation
The LoU and Stages self-report, single-item surveys do not require statistical
interpretation. Mean scores on each survey for each participant and mean scores for
Interviews:
Key Informant. In-person interviews with the key informant at each site were
recorded and the text transcribed verbatim. Each informant was asked a standard set
applied to the key informants’ answers. The text was read and an interpretive
statement was written that captured the essence of the key informant’s quote. Those
interpretive statements were sorted into categories. In each of the categories, themes
were identified and then paired with corresponding quotations from the key
informant.
computer technology into the teacher education curriculum. The focus group
participants were asked a standard set of open-ended questions (see Appendix A).
The focus group interviews were recorded and the text transcribed verbatim. The text
was analyzed with the same approach used with the key informant interviews.
The existing documents, survey instruments, key informant interviews, and focus
group interviews provided this researcher with a wide range of data from which to
As a result of the data analysis, defining characteristics for each program were
follows:
Stage 1: Pre-integration
Stage 2: Transition
Stage 3: Development
Stage 4: Expansion
Each stage in the model (see Table 2) consists of distinctive characteristics, tasks,
and actions that occur as SCDEs move toward the system-wide integration of
Curriculum
requirements
and resources
curriculum
development programs
methodologies
increases
addition, standalone classes are the only means used to meet credentialing
and resources.
interest and vision for the use and integration of computer technology on the part of
happening in this stage due to the requirements of external standards at state and
national levels. Administrators are using the requirement to meet the standards to
In the third stage, Development, SCDEs begin to complete the tasks that enable them
resources such as computers for faculty and computer labs, and they hire education
Expansion, the fourth stage, is marked by further movement toward providing the
the relationships between the support personnel and the faculty can also be seen in
this stage. The quality of these relationships can positively impact faculty levels of
use and integration. This occurs with the creation of an environment in which faculty
members dare to risk experimentation with new technologies and methodologies. At
relationships were striking. Strong ties had been established between the support
personnel and the faculty, enabling the faculty members to attain higher skill levels
personal resource to assist them in their use and integration of computer technology.
This need for individualized support for faculty was mentioned at the Early
Technology Level, although it had not been made available for the entire faculty.
students are evident, and computer technology is imbedded into every teacher
It was found that the Early Technology site was working through Stage 3 –
Systemwide Integration; and the Advanced Technology site set the benchmarks for
Stage 5. The specific experiences of these programs occurring during the processes
Conclusions
Pressures from both the society at large and the standards movement are increasing
the need for SCDEs to ensure that the teachers they are training are capable of
integrating computer technology into the K-12 curriculum. This Five-Stage Model
provides a template for teacher education programs seeking to meet that goal.
The use of this model with the most potential for impact is for SCDEs to identify
their current stage position and then to develop a plan to move through the remaining
stages. This type of application of the model can result in a reduction of time, the
programs.
It is important to note that each of the participating programs in this study varied in
their movement through the stages, leading to the conclusion that the stages are not
necessarily linear nor are they interdependent. While many of the tasks are
completed in succession, there are factors that influence program movement through
the stages; for example, the provision of substantial funding will assist programs in
To meet the integration goal, teacher education faculty members are called upon to
explore, evaluate, and create teaching strategies that enable preservice teachers to
are entering their teacher education programs with increased levels of computer use
and with the expectation of the use and integration of computer technology by their
integration and administrators are providing access and training, teacher education
faculty members must seize every opportunity to ready their preservice teachers for
option. Instead, the issue is how to best prepare future teacher educators to meet the
demands of teaching and learning in a technology rich world. SCDEs must employ
the most effective method for assisting future generations in meeting these demands.
The Five-Stage Model provides SCDEs with a detailed description of how to move
1. Let’s start with some background information. Can you share what you know of the
program?
2. How do you see the 20.5 Standard fit into this chronology? How did the Standard
5. When you completed the STaRTP Chart, your answers placed your school in the
early, developing, or advanced stage. In your own words, describe that stage in
6. What did computer integration look like at the earlier stage(s)? What steps brought
7. What do you foresee in the future stages? What is needed to take you to that point?
8. Describe how the faculty are encouraged to integrate technology into their teaching.
What type of support do they receive for integrating technology into their teaching?
1. Describe the way computer technology is integrated into the teacher education
use?
2. I’m interested the steps that you have seen the teacher education program take
toward infusing computer technology into the curriculum. I want each of you to tell
me from your perspective. Faculty member, what steps have you taken to adjust
their teaching methods to model technology integration? Students, what steps have
you seen? Technology person, can you give me a specific example of someone who
3. From your perspective, what has led to the current level of computer technology
integration into your teacher education curriculum? How did it actually come
about? Faculty, could you talk about the first class where you integrated
4. What are some of the extrinsic and intrinsic barriers that inhibit the faculty from
5. What steps are being taken (or should be taken) to rectify these challenges?
6. Once the faculty has bought into technology integration, what actions need to be
taken in order to increase the effective integration of computer technology into your
program?
7. What is your vision for a fully integrated teacher education program? What would it
look like when you walk into a classroom? What would the teacher be doing? What
would the students be doing? How does all this match up to the department’s
vision?
8. What is the question I haven’t asked? What do you really want to tell me about the
curriculum?
more hardware/software;
lack of computer
technology
Stage 2 – Transition
Changes in computer New leadership was University-wide push for
began to offer training use and infusion Visionary Dean wrote grant
improved
Faculty training
provided
Some faculty
resistance remained
Stage 3 – Development
Computer lab installed Faculty given up-to- 1-year grant facilitator hired
faculty pushing for software for all faculty for planning and building
computing
Faculty decided to
infuse
Faculty needs
assessment completed
Faculty development
Faculty becoming
more aware of
computer technology
possibilities
Some faculty
resistance remained
Stage 4 – Expansion
Purchasing technology Smarter classrooms equipped
future use
Online masters’
program exploration
Informal support
through relationships
skilled users
Imbedding of development