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

INTRODUCTION

The best way to predict the future is to create it.

- Peter F. Drucker -

Statement of the Problem

Technology utilization in the teaching and learning process presents a significant issue in education reform literature. The American public is concerned about the ability of schools to produce a competent workforce . Policy makers both nationally and in Colorado are implementing standards and developing guidelines for integrating technology into K-12 education (Colorado Department of Education, 1999; enGauge, 2000; International Society for Technology in Education-Educational Technology Standards and Performance Indicators for All Teachers (NETS*T); International Society for Technology in Education-Technology Foundation Standards for Students (NETS*S); Office of Educational Technology, 2003). The No Child Left Behind Act requires that “ every student is technologically literate by the time the student finishes the eighth grade” (Enhancing Education Through Technology Act, 2002, online) and the US Department of Education is developing a National Education Technology Plan, due to be released in late summer 2004, to direct that effort (OET, 2004). There is strong public desire to incorporate the skills necessary to succeed in the Information Age into the education of American school students. Policy makers, employers, parents, administrators, and students expect teachers to be qualified to educate 21 st Century students. “Well prepared teachers are the most valuable resource a community can provide its students” (Carroll, 2000. p.178).

Children are growing up immersed in digital media which they use for entertainment, communication, learning, and shopping. They believe if they had greater access to current technology in their education that they would get greater satisfaction from school, learn more, produce more high quality projects, and perform better on tests and asses sments (NetDay, 2004). There is evidence that students who are given more complex, intellectually challenging, and authentic asses sments perform better on standardized tests (Newmann, Bryk & Nagaoka, 2001). Many technologies are a natural match for designing and developing innovative constructivist learning environments and real-world asses sments (Tileston, 2000).

New literacies needed to be functional in the Information Age include the ability to “store, retrieve, and tran smit information” (Romano, 2003, p. 94) and proficiency in the use of technology tools to create and distribute new knowledge (OET, 2003). Educators, parents, and leaders from the business community have collaborated to identify and define skills and knowledge necessary for learning in the 21 st Century. Digital-age literacy incorporates communication skills necessary for work in the global economy, technological capability enabling creation and dissemination of information, and the development of problem-solving skills which include creativity, risk-taking, and life-long learning (enGauge, 2000; OET, 2003).

The shift toward greater incorporation of technology into the education of American students impacts educators at every level, information professionals, administrators, and policy makers. North Central Regional Educational Laboratory and the Metiri Group have identified six fundamental conditions which are critical in developing high-performance learning environments: vision; systems and leadership; effective practice; educator proficiency; access; and equity (enGauge, 2000). If students are expected to learn how to use technology to address 21st Century problems and to develop 21st Century skills, teachers must have adequate training in how to use technology in the learning process.  The focus for teachers, and those who train them, is educator proficiency and effective practice (enGauge, 2000).

Teachers must possess technology skills and be part of a system of professional development where ongoing training and best practices are maintained (Donlevy, 1997). In order for teachers to instruct digital generation students, they need to receive technological and pedagogical education in their pre-service and professional development programs. These programs are at their most successful when pedagogical applications of technology are modeled by instructors (Smith, 2001). Because teachers tend to teach in the manner in which they were taught, pre-service teachers need to experience a technology-enhanced constructivist setting, where the instructor acts as a guide and facilitator in the learning environment (Carlson & Gadio, 2002). The implications for teacher education programs are profound.

Teacher education programs are critical to the integration of technology into K-12 education. Teacher educators need technical training and instruction in cutting-edge pedagogical methods of incorporating technology into teaching so that they can model these methods for their students (Snider, 2003). In order to facilitate constructivist learning environments, teacher preparation programs may need to be restructured. Teacher education programs that recognize this opportunity will thrive, while those that ignore the importance of technology may fade in favor of other types of institutions willing to provide innovative instruction for teachers (Bruni, 2000).

Several studies in the past decade have determined that teachers lack adequate technology training, teacher educators fail to model technology in their teaching, and pre-service teachers have few opportunities to create and teach with technology-enriched curriculum (Moursund & Beilefeldt, 1999; OTA, 1995). Research is needed which probes the state of technology education in teacher preparation programs, innovative programs, and diffusion efforts (Willis & Mehlinger, 1996; Willis, Thompson & Sadera, 1999).

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Purpose and Research Questions

The purpose of this qualitative study is to examine the state of technology education in teacher preparation programs in Colorado . Themes emerging from a review of the literature include technology leadership, the changing role of the teacher, specific technology curriculum, and collaborative work. This research study aims to explore the nature of preparation pre-service teachers are receiving in utilizing technology in the endeavor of teaching and learning.

The primary research question in this study is: What is the state of technology education in teacher preparation programs in Colorado? Four sub-questions guide the inquiry.

First, what leadership, vision, and expectations exist with regard to technology integration in Colorado teacher education programs? This question was answered by email interviews and an appraisal of supporting documentation such as technology plans, technology vision statements, and institution mission statements. Commitment to technology education by teacher preparation programs was explored.

Second, what role do teacher educators play in providing technology education to pre-service teachers? Interview questions and artifact review focused on technology faculty status, technology instructor qualifications, and teacher educator modeling use of technology for students.

Third, what technology curriculum is being provided to pre-service teachers at each institution? A review of course syllabi and interview questions targeted technology content offered to pre-service teachers, scope and sequencing of that content, technology education isolated in technology courses, the development of standards-based technology-infused curricula, the inclusion of technology-based asses sments of student performance, and the use of electronic portfolios of student developed lessons, units, and asses sments.

Finally, what kinds of collaboration are occurring in preparing pre-service teachers to use technology in their teaching? Artifact collection centered on Preparing Tomorrow’s Teachers to Use Technology (PT3) grants.

A secondary research question was considered: Why does the current state of technology education for Colorado pre-service teachers exist as it does and how could it be improved? Analysis of all data collected in response to the primary research questions provided insight into this question.

This inquiry supplied information about the state of technology education for pre-service teachers in Colorado via email and personal interviews of teacher educators and artifact collection from the fifteen schools, colleges, and departments of education that train pre-service teachers in this state. Literature, produced by scholars in the field of Instructional Technology in Teacher Education, covering technology literacy, technology standards, the impact of the net generation learner, effective technology-enhanced learning environments, and conditions necessary to educate 21st Century students informed my examination of technology leadership, the role of teacher educators, the technology education curriculum, and collaborative efforts occurring in Colorado schools, colleges, and departments of education to prepare pre-service teachers to use technology in their classrooms.

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