Teaching Educational Technology to the Educational
Masses.
About the course:
As part of the standards in teacher preparation,
technology has become an important part of the required
program. In the state of Florida the course, "An
Introduction to Educational Technology" has developed
into one of the three prerequisite courses for entrance into
any of the state colleges of education. Current course topics
range from evaluating and applying educational software, to
ethical and social issues, to models for integrating
technology into instruction. The description of the course
now includes computer technology and its role in the teaching
and learning processes.
Originally, this course was designed as skills-based
program for teacher candidates (4th year) who were exiting
the college to prepare them to use the technology they should
find in the schools. Now as part of the prerequisites, the
student population has changed to containing mostly
sophomores and a few freshmen, with a number of older
students seeking recertification or experiencing a career
change to education. With this change in population, the
objectives of the course have also changed to not only teach
them skills concerning technology use, but also to provide
part of the foundation in basic education principals
concerning the application of technology to education. The
focus of the course has become the effective integration of
technology into teaching, no longer just technology skills.
The course has been designed and adapted to meet the
requirements of a number different organizations. Materials
and activities has been put into place to meet national
teacher standards concerning technology from the
International Society for Technology in Education's
"Educational Technology Foundation Standards for All
Teachers," (see Appendix C) and the National Council for
Accreditation of Teacher Education's "Major Theme
Emphasizing Technology." An additional goal to assist in
meeting Florida Department of Education's "Twelve
Educator Accomplished Practices," (see Appendix B)
specifically practice number twelve: Uses appropriate
technology in teaching and learning processes. Along with
these state and national goals there is our own college of
education's focus on portfolio development by providing
materials and experiences for pre-service teacher portfolios
About our students:
In the past Introduction to Educational Technology has
been given as one large lecture weekly with all students (up
to 250 students per class). This format has made it hard to
gasp the students' technology abilities in the lecture hall
alone, but their competencies become much more apparent in
the lab portion. For the past few years we have been tracking
the changing computer skills of the students taking this
course. Only a few years ago we needed to provide extensive
training on how to get online, how use the web, and about the
use of application software. Today most of those topics are
not needed (see Appendix A for a list of current topics).
Over the past few years we have seen a shift from where
approximately 60% of the class had computers for their own
personal use to now we find that over 90% of the class has
access to a personal computer, this at a university that does
not require entering students to show up with their own
computer.
Because of this change in student ability, we now have
minimum standard competency expectations in technology.
Students in the course should already be able to basically
use a computer, type, and start and run programs. We now find
that only about five percent of the students in the class do
not have these basic competencies. Now if remediation is
needed for a student in Introduction to Educational
Technology, they can ask for individual help or they can take
advantage of existing programs offered by university library
that provides basic computer use instruction.
The students in the course also provide a good
experimental population to be used for research in
instructional technology. Students have participated in
research involving topics including interactive media design,
writing html code, and distance learning.
Structure of the course:
Historically the course has used lecture method with large
screen projection of course notes to present relevant
instructional materials and demonstrations. This format has
allowed us to model appropriate use of presentation
technologies. An extensive on-line class site and individual
lab components support and amplify materials presented in
lecture. Student course assistants are scheduled into lab
hours to assist students while working on labs. This
information concerning schedules of instructors and
assistants is posted on the course website so that any
student desiring assistance can come to the lab without
scheduling an appointment. As the population has become more
computer literate they have started doing more of their lab
work at home, making more lab space available and allowing
more contact time with the course instructors and assistants
for students who need assistance.
The underlying structure of Introduction to Educational
Technology has two parts. The labs are designed to give
students a working knowledge of computer hardware; computer
operating systems (Microsoft Windows and Macintosh) and
telecommunications. In addition, Introduction to Educational
Technology addresses the application of Learning Theory to
the use of such generic computer software tools as Word
Processors, Spread Sheets, Data Bases, Electronic Mail, and
the World Wide Web. The second emphasis in this course
consists of educational theory as related to computers;
pedagogy, learning theory, software selection, curriculum
integration, and multimedia applications are integral parts
of this area. The course information is not presented in
isolation, additional organizations such as Academic
computing, the Florida Center for Instructional Technology
(FCIT), and the Assistive Technology Education Network (ATEN)
are invited to participate as well as other professors with
specific educational technology expertise.
In addition to the lecture and lab assignments, the course
has an extensive website. With the growing facility of
student with internet based material even the lab manual has
undergone a change. Each semester more of the lab manual is
moved to the web site. Students are required to use the
website to access lab instructions, complete given
assignments, maintain lines of communication among the course
assistants, the instructor, and themselves. Students are
encouraged to use e-mail as the basic communication method
with the course instructor and assistants for questions and
dialog. Additionally the site contains information including
lecture notes, upcoming activities, how-to's, FAQs, schedule
and updates. From the schedule page, students can access
upcoming lecture notes before class occurs. They are
encouraged to review these notes before class. Many of the
students do so to the extent of printing these and bringing
them to class. This streamlines the lecture process in class
in addition to providing students with an advanced organizer
for that day's topic. Instructions and requirements for all
lab activities are posted on the website. These labs provide
not only the instructions for the lab, but also often provide
additional resources that students can use. While the first
few labs are also printed in their lab manual, the last half
of these labs are exclusively online, requiring students to
access the website in order to complete their work modeling
the use of online resources and activities as they interact
with the technologies. Other site pages include the Updates
page with important class announcements and changes in course
assignments or material, the How To section which provides
information very similar to a FAQ section and downloadable
resources that they can download and try such as electronic
gradebooks and educational software. An additional feature of
the website is the online gradebook. Using identification
numbers created for the course, students have 24-hour access
to the current state of their grade allowing them to check on
completed work and plan future assignments. The website
provides a resource for more than the course but to be
available for the rest of their college experience.
A majority of the student's final grade in the
Introduction to Educational Technology is based on student
projects completed as labs. These labs have all been
developed to provide an educational as well as a
technological focus. For example, the activity on web
searching includes information on performing web searches
requiring students to find and print an online lesson plan.
They must then write a short description of how they would
use this lesson plan in a classroom setting. Additional
topics for labs include electronic gradebooks,
telecommunications, presentation software, databases and
spread sheets, creating lesson plans using technology, and
publishing on the web. Assessment rubrics are provided with
each lab letting the student know what the expectations are
for that activity and how it will be graded. This assessment
procedure additionally provides a model of how to assess
technology products in the classroom.
Changing Technology:
With the constantly changing nature of technology, there
have been obstacles to overcome in creating a successful
learning experience for these future teachers with
educational technology. Before web access was as common as it
is today, we experimented with a CD of all course materials
including the lab manual, web pages and software. We also
attempted to use a text accompanied by a coordinating CD.
Some of these experiments have been more successful than
others. Even the university has changed from a cross platform
environment to an exclusively Windows based environment. Our
students however, still need experience in both Mac and
Windows platforms since so many of our schools are either
cross platform or have Mac based environments. Consistently
we have found the web to be the most successful platform to
support this course in part because of its ability to cross
platforms.
Changing Nature of the Course
Along with changes in technology, the Introduction to
Educational Technology course itself has undergone a change
in its focus, from basic technology skills and literacy to
educational technology integration. While initially there was
more of a focus on skills, it was decided to change the
course that focus to the integration of technology in the
educational setting. This process has been assisted by having
instructors and professors who have had recent K-12
experience with integrating technology in education
applications. This has also provided experienced people to
act as models concerning technology integration to interact
with the future teachers and get them excited about
technology possibilities. Currently all course activities are
applied educational technology based, going beyond the basic
technology skills to integrating the skills within education
applications
The course is always undergoing revision and update. A new
format for the course is moving away from the lecture hall
for general information. Come fall of 2000 the course will be
redesigned so that the contact time with the professor will
occur in a lab instead of a lecture. The course will still
have its extensive web site, with how-tos, labs, activities,
and update information, but now the lectures will be replaced
with interactive on-line presentations of the topics with
assessments. Students will attend a lab with the professor
where materials will be demonstrated and activities will take
place, with additional follow-up completion done
independently.
This course has also had an effect on some of the local
community colleges. A state ruling requires that all public
community colleges provide the three prerequisite courses for
entrance into the state colleges of education, one of which
is Introduction to Educational Technology. A few years ago
one of the community colleges first asked for assistance
their question was, "How much time (how many weeks) do
you spend on the overhead projector?" Since that time we
have made ourselves available to many of the local community
colleges, attempting to bring them up to speed on educational
technology. Part of their problem has been having adjuncts
teaching the course constantly changing, and not being
current with technology needs or abilities. We have tried to
change the community colleges instructors' attitude from the
course being a skills based course to one of technology
integration. To do this we have assisted them with their
planning and course development, made our web site available
to their classes and instructors, and provided their
instructors with copies of our student manual giving them
permission to do our labs & activities.
The instructors of Introduction to Educational Technology
desire is to teach their students, future teachers
themselves, not only how to apply technologies in the future,
but also for the next two years to enhance their college of
education experiences. Therefore, the integration and
applications they learn are not just for the future when they
are educators, but now as a part of their pre-service
program.
References:
USF 1999-2000 Undergraduate Catalog (Page 184)
http://www.ugs.usf.edu/catalogs/9900/OTHEDCO.HTM (last
accessed May 17, 2000)
Florida Department of Education , EDUCATOR ACCOMPLISHED
PRACTICES, Florida Education Standards Commission, TEACHERS
OF THE TWENTY-FIRST CENTURY.
http://sun3.firn.edu/doe/bin00026/acco-prc.htm (last accessed
May 5, 2000) .
National Education Technology Standards (NETS) for
Teachers Project, ISTE, International Society for Technology
in Education. http://cnets.iste.org/index3.html (last
accessed May 7, 2000).
The Major Themes of the NCATE National Council for
Accreditation of Teacher Education Standards.
http://www.ncate.org/accred/initial/themes.htm (Last accessed
May 17, 2000)
Appendix A: Course Description and Topics
EME 2040 Introduction to Educational Technology
Introduction to computer technology and its role in the
teaching and learning processes. Topics include: educational
software, ethical and social issues, hardware, interactive
multimedia, models for integrating technology into
instruction, productivity tools, and telecommunications. A
prerequisite for admission into the College of Education
Course Topics
- Assistive Technologies
- Authoring & Presentation Tools: PowerPoint
- Browser Software
- CMI & Integrated Software Packages
- Cognitive Psychology (Learning Theories)
- Courseware Evaluation
- Databases
- Disk, Disk & More
- Educational Applications for Authoring &
Presentation Tools
- Educational Applications for Spreadsheets &
Databases
- Educational Applications for Telecommunications
- Educational Applications for Word processors
- Educational Resources: Florida Center for
Instructional Technology (FCIT )
- Electronic Gradebooks
- Ergonomics
- Florida Information Resource Network (FIRN)
- Graphics
- Hardware & Operating Systems
- How to Choose and Purchase a Computer for Your
Classroom
- HTML
- Inspiration Software
- Integration of Technology in the Classroom
- Internet Safety
- Multimedia
- My Computer: Mac and PC
- Pedagogical Paradigms for Computers
- Searching the Web
- Sound
- Spreadsheets
- What's a Lesson Plan?
- Word Processors
Appendix B: Florida Educator Accomplished Practices
1. ASSESSMENT: Uses assessment strategies (traditional and
alternate) to assist the continuous development of the
learner.
2. COMMUNICATION: Uses effective communication techniques
with students and all other stakeholders.
3. CONTINUOUS IMPROVEMENT: Engages in continuous professional
quality improvement for self and school.
4. CRITICAL THINKING: Uses appropriate techniques and
strategies which promote and enhance critical, creative, and
evaluative thinking capabilities of students.
5. DIVERSITY: Uses teaching and learning strategies that
reflect each student's culture, learning styles, special
needs, and socio-economic background.
6. ETHICS Adheres to Code of Ethics and Principles of
Professional Conduct of the Education Profession in Florida.
7. HUMAN DEVELOPMENT AND LEARNING: Uses an understanding of
learning and human development to provide a positive learning
environment which supports the intellectual, personal, and
social development of all students.
8. KNOWLEDGE SUBJECT MATTER: Demonstrates knowledge and
understanding of the subject matter.
9. LEARNING ENVIRONMENTS: Creates and maintains positive
learning environments in which students are actively engaged
in learning, social interaction, cooperative learning and
self-motivation.
10. PLANNING: Plans, implements, and evaluates effective
instruction in a variety of learning environments.
11. ROLE OF THE TEACHER: Works with various education
professionals, parents, and other stakeholders in the
continuous improvement of the educational experiences of
students.
12. TECHNOLOGY: Uses appropriate technology in teaching and
learning processes.
Appendix C: ISTE Educational Teacher Foundation Standards
for All Teachers
1. Basic Educational Technology Literacy.
Candidates entering professional education course work and
experiences must have a foundation of basic educational
technology knowledge, skills and dispositions gained through
K-12 education, pre-professional higher education
experiences, or other personal or professional experiences.
Individuals seeking candidacy to teacher preparation
professions course work and experiences will:
2. Planning and Designing Learning Experiences.
Teacher candidates will develop skills, knowledge, and
dispositions preparing them to plan and design effective
learning environments and experiences for all students.
3. Teaching/Learning the Curriculum.
Teacher candidates will develop skills, knowledge, and
dispositions preparing them to implement plans, methods and
strategies for using technology to maximize effective student
learning of subject matter, application of that subject
matter in solving problems, making decisions, evaluating and
analyzing information and data, contributing knowledge,
collaborating as learning communities, and communicating
information in a variety of media and formats appropriate to
audience needs.
4. Assessment and Evaluation.
Teacher candidates will develop skills, knowledge, and
dispositions preparing them to use technology in assessing
student learning, modifying instructional design based on
results, and evaluating the effectiveness of technology
resources to address individual learning needs.
5. Safe and Responsible Use of Technology.
Teachers/Teacher candidates will develop skills, knowledges,
and dispositions preparing them to address social, ethical,
legal, and human issues that may affect student learning, and
educate the student with regards to safe and responsible use
of technology.
Terence
W. Cavanaugh Ph. D. 
