New Literacies: Are Colorado Teacher Education Programs Preparing Pre-Service Teachers to Use Technology in Their Learning Environments?

A Dissertation Study - University of Denver - August 2004 - Debra S. Austin, PhD, JD

CONTENTS

Introduction

Statement of the Problem
Purpose and Research Questions

Literature Review

21 st Century Skills and Public Policy

National Initiatives
Technology in Colorado

Technology Standards
The Changing Student
Learning Environments in the 21 st Century
Technology as an Educational Tool
The History of Instructional Technology in Teacher Education

Major Studies
A New Field Emerges

Conditions Necessary to Educate 21 st Century Teachers

Technology Immersion
Innovative Programs

Conditions Necessary to Educate 21 st Century Students
Visions of the Future
Research Gaps

The Research Process

Method - Educational Critici sm and Connoisseurship
Conceptual Framework and Research Questions
Research Sites and Participants
Data Collection and Schedule
Data Analysis
Researcher
Innovation in Data Collection
Limitations of the Study

Description and Interpretation

The Research Sites
The Setting

Colorado
Cyberspace

The Technology Education Groups

Technology Deficient Institutions
Technology Modeling Institutions
Technology Course Institutions

The Data Presentation Framework
The Intentional Dimension

Institutional Statements of Technology Intent
Technology Aims and Objectives
Faculty Development Plans
Intent to Provide Faculty Development
Technology Education Facilities
Intent to Provide Technology Education Facilities

The Structural Dimension

Mandatory Technology Course and Credits
Educational Level and Status of Instructors
Impact of Structural Features on Technology Education

Description and Interpretation of Teaching Dimensions
Curricular Dimension Description

Course Text
Content Topics
Software and Hardware
Integration or Infusion
Instruction Based on Instructor Interest or Experience

Pedagogical Dimension Description

Course Descriptions and Objectives
Course Mediation
Technology Modeling as Pedagogy

Evaluative Dimension Description

Types of Assessments

Interpretation of Teaching Dimensions

Evaluation and Thematics

Evaluation

Three Approaches to Technology Education
Continuum of Technology Education Experiences

Thematics

Implications
New Learning Paradigm
Colorado’s 21 st Century Learning Agenda: Recommendations

Future Research Questions

Conclusion

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