Research Agenda Interests

Research:
-novice to expert.
-process of learning how to integrate technology.
-process of learning technology for expert users.
-what is expert use of technology.
-how technology innovations are different than other educational innovations.
-different factors.

Research Agenda Interests

Notes from PodCast Lectures

Expert mentorng -FAQs addressed by video.
Blog wiki?
Observations via video conferencing.
Teacher think alouds.
Electronic support system for training.
Portals, personalization,

podcasting to practice speeches and download and evaluate.

Choose you own adventure podcasts.

Think of technology and brainstorm.

Technology is a way to socially build knowledge.

Have exemplary technology teachers be distinguished speakers in 271.

Dissemination needs to be for research. Blog about findings. RSS.

classroom to lab to pactice. Kids are so much better and encourages then to be critica of education and incoporate into their own pedagogy.

Intellectual property is open source.

ideas by open source and interdiscciplinary. Not intellectual property.

Podcasting is a buzz word.

content aquisition is supported by content publishing.

look up edison services. Auto delivery. Sound sync tools.(tools for tours).

Audio the lecture. They respond with voice. Download and grade. Think edci 270 final.

Whats on your ipod.

ilife. Track intellectual progess. Digital archive of their lives.

Meta data

type in blog for meetings etc... Keep everything.

Carry less devices. Simple and effecive to track your digital stuff.

Think preschool and fingerpaints. Life ling storage. The role of archivoing to a system level.

MAKE A DISTINGUISHED SPEAKER PODCAST FOR ED TECH.

What are the needs and realistic realities of the classroom.

Eett funds from government?

COSN AND ISTE. ETAN. Share best practices.

technology is a moving target. Think about society and competing with wolrds.

Expanding learning is to give up responsibility to students. Kids are more self critical. Better practices. Ask kids what they want to learn. Develop a placement cycle.

Just because they are connected doesnt mean they are uptodate.

Help school districts with marrying tech with curriculum, assessment, to make strategic decisions.

Technology is the catayst to change education. Transform todays school from yesterdays school to develop tomorows students.
WEB 2

universal and challanenge slider

The reason acot made it like new teachers is a complete overhaul. Whats better slowly introducing or emersion?

Acot was restrictive. All teachers facing similar problems. Computers were relativley new. Not really model of what tech integration looks like in schools.

Longitudinal studies of how teachers first sign up. Incentive interest shown the positive in stident achieve. Mandate.

Computers may be novel whicj could show ueof motivation.

You have to look at the individual as opposed to the organization.

Notes from PodCast Lectures

270 Ideas

Give lesson plans - identify theory or strategies. Or add technology to lesson after discussion on student centered practices.

Model student-centered and teacher-centered lessons for PSTs to learn comp skills. Ask them to reflect. Emphasize reflection.

Problem solving process of expert technology using teachers.

270. As soon as you enter these doors you will only think of teaching.

Creative problem solving requires different ideation strategies to encourage and facilitate. No evaluation just brainstorming. Everything goes.

Factors - attitude cognitive ability and experience.

PSTs as change agents for tech integration and pedagogical change.

270 Ideas

EDCI 270 & 271 Syllabus Ideas

EDCI 271 and Online 270 Syllabus Ideas.

Wiki with beginning literacy or older summaries and critiques.
Video observations.
Teacher reflection podcast.
Video conference with technology for tots.
Tiers can apply to 271.

Software/Hardware to introduce:
*kidspiration
*kidpix
*tablet
*palm
*pocket pc
*clickers
*smartboard
*ipod
*podcasting
*blogging
*wiki
*course manage. Software
*leap-pad
*paint
*hyperstudio?
*fun brain
*brain pop
*internet games
*internet software
*TECHNOLOGY ENHANCES COMMUNICATION AND SOCIALLY BUILT KNOWLEDGE.
*alpha smarts
*voice recordings
*video camera
*digital camera
*cell phones
*gaggle.net
*breeze
*thinkquest
*ebooks
*moviemaker
*making cds/dvds
*vcr
*laptops
*gps
*tv
*tivo
*camtasia
*macromedia captivate
*cd-rom software
*frontpage


EDCI 271
*develop their own technology workshop. Perhaps using camtasia?
*technology extravaganza.
*develop lesson plan template.
*employ PIE checklist.
*ask Hans to switch for early ed.
*view modeling of a technology lesson.
*work with technology to interact with preK. (think of opportunity for tech and ag ed)

ISTE Standards in a portfolio.

*discussion of technology integration - when to use and how?
*assess and evalute technologies - make up evaluation checklist together.
*case study on ethical, legal, responsibility of tech.
*develop a vision of tech integration.
*view good and bad examples of technology use. VISIONQUEST.

***MODELING, OBSERVATION, FIELD EXPERIENCE, REFLECTION, REFLEXIVE, BRAINSTORMING WITH TEACHERS, SKILLS, PEDAGOGICAL BELIEFS,

how do I make my classroom constructivist?

EDCI 270 & 271 Syllabus Ideas

When I first started thinking about my DISSERTATION!!!!

Ideas
*interview recently hired to see where the gap is in preserving education. What is the biggest shock in terms of technology after being educated in preservice program? What didn't they prepare you for?
*Survey of what they think preservice teachers need to see in terms of technology integration. Would you be willing to be follow-up interviewed to gather more information?
*How does using technology enhance effectiveness?
**How do we alter pedagogical beliefs to fully integrate technology as part of their constructivist beliefs?
*What process do teachers go through to get from novice to expert?
*What process do expert technology users go through in order to get to this quality technology integration?
-is it affecting beliefs first?
-are the stages?
-different processes for everyone?
-make the process more individualized?
-test to see which way works best for each person?
-do they need to believe in the merits? Pedagogical?
-do they need to see it at work?
-do they need to learn skills? Then integration? Then methods? Then field experiences?
-do they need to see the connections to their field and subject matter before they will believe and then will integrate?
-what are the different factors that help people learn how to integrate technology in a quality fashion?
***I can take these processes and see which ones are the most effective in preparing teachers to effectively integrate technology. Perhaps have them choose their own process and document the process using a portfolio. Different workshops, mini-courses, opportunities for working with professors, integrating it into their other teacher education courses.
POTENTIAL QUESTIONS:
-What do you think preservice education should look like?
-Describe the process you went through to move from a novice technology integrationist to an expert?
-What is your current view of technology? And how does this influence your pedagogy?
-Can you give me an example of how you integrated technology in an exemplary way?
-What forms of professional development aided b

neilson survey.

When I first started thinking about my DISSERTATION!!!!

EDCI 270 Online and EDCI 271 - AUTHENTIC TECHNOLOGY!

So...My newest ideas are for EDCI 271. I really want to make this learning experience fantastic for my PSTs (Preservice Teachers) and have them interact with K-12 students using technology. After visiting my dad's school today, I really feel even more compelled to use more examples of technology. Here are some of the ideas I discussed with Jeff Flynn:
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Wiki: Use a wiki to conduct literature circles. Students with reading comprehension problems work together to develop a summary - changing and altering as they see fit.
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Elgg: Parent Forum, using the blog as a portfolio including artifacts.
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Video conferencing: PSTs (preservice teachers) will hear what K-12 students think about technology, technology use in schools, and how they feel teachers should use technology.
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Audio conferencing: Through Skype/Gizmo to discuss things with K-12 students.
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K-12 students are using Media Blender to make State Reports. Perhaps my PSTs could give the students feedback on their projects.
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Perhaps work with small groups and use the Elgg, so they can view each other’s blog.
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Moodle – large group, free flowing.Everone can see!
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PodCasting. How can I use this? Perhaps to give the state feedback? Or to record Jeff and kids, and teachers (especially ones at Bryant) to see how they are using technology in their classrooms. Think NECC Podcasting Outstanding Apple Educator Interviews... :) PSTs and K-12ers could also use Auduicity to record.
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Fantastic Early Education use of iPods: Multimedia running record. Although Jeff suggests iRiver, instead of iPod.
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MY THOUGHTS:
Have PSTs videotape HOW to use the software to present to other teachers.

Ask K-12ers: What makes a good teacher? How do you enjoy using technology? What have been your favorite uses of the computer in class?

Help to improve their state reports. Give them feedback.

Pair my PSTs with one small group of students. They work together as more of a “pen pal” type situation. Exchanging and talking with them. Monitoring their progress. That way if some students are more talkative than others, etc…. We can use all: Moodle, Elgg, Podcating

Could be similar to the tutoring or homework help.

Distance Education is the answer to collaboration between Universities, ISTs, PSTs, and K-12 students. Remember, Technology is the catalyst for communication in terms of socially shared knowledge. Diversity, group work, constructivism are all facets of this new form of education: Systemic change!
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Jeff Flynn, the computer teacher at Pattengill Elementary where my father is principal is doing some pretty amazing things with the 3-5th grade students. Check out this promo on up-and-coming tech stuff from Jeff:

If you have the chance check out the podcast in the blog, <http://technosavvy.org/?p=329> it and interview with the lead creator of moodle, which is open sourced as is elgg the next thing I am going to mention.

I would also encourage you to check out http://worldbridges.com/courses/listenandwatch/. It is our Elgg portfolio project. Feel free to register if you wish, it isn't a big deal and we could remove you if you wish later. elgg.net is the home group for that and that may be an online community you may want to check out.

www.edtechtalk.com and worldbridges.com are websites of a group who are working on webcasting and podcasts. Mostly they are the work of Jeff Lebow and Dave Cormier. The elgg guys are interviewed in podcast #8 <http://edtechtalk.com/node/38>. We have college people from Washington State, Oberlin, and teachers from Australia, Japan, Korea, and a lot from Canada. Skype in and join us from some of the conversations next year. It is a pretty wide open conversation with many contributing to the conference calls which are recorded and posted.

EDCI 270 Online and EDCI 271 - AUTHENTIC TECHNOLOGY!

AECT - What's going on there?

So besides a large amount of Disney and desserts, the AECT Orlando conference was a hit. I want to hit on a few highlights:

1. My presentations
2. PAET's table at the University Reception
3. Witty banter and positive thinking
4. AECT Ambassador proposal



1. My presentations
These actually went fairly well. I tend to get nervous in the first few minutes, but after I get into it, I calm down and am able to better answer questions without the ums. It's a process. :) My first presentation was a brief cameo in the TKB project looking at Low and High self-regulation in PBL classrooms. The second was a roundtable covering the Exemplary Technology-Using Teachers Enabling Factors study that I've been working on with another graduate student (Cindy York) and faculty member (Peggy Ertmer). We received some really good conversations about what is the definition of "technology integration" but settled on the fact that it is fuzzy, but we assumed that the awards were presented to those who used technology in a innovative and creative fashion. For our preservice teachers, I enjoyed the conversations about how to better prepare them. One participant mentioned we needed to provide them with more successful teaching experiences with technology. One difficulty with this is the lack of opportunities to coordinate them experiences. Currently I'm debating the best mechanism to accomplish this whether it is through simulations (which those will argue aren't realistic enough), mock presentations to their classmates (where even when assigned "problematic roles" don't really give this experience), video of quality teachers using technology in creative manners (which students aren't actually practicing), or placing these technology infusion requirements in their methods courses where they design lesson plans to use in the classroom which include creative manners to use technology. Kay Perschitte actually had an interesting point of having educational technologists as content experts. Therefore, science methods educators would also be experts at using technology in K-12 environments which is another interesting theory. We also discussed that in order for these preservice teachers to really use the technology after University life, they need to pedagogically believe and make a connection between their beliefs and practice while they're in their teacher education programs. This is important to study how we can influence these students' beliefs and show them how to connect between what they think works in the classroom and what they can do to accomplish this in the classroom. Perhaps constant reflection is a must through an electronic portfolio or journal. I'll get back to this. My third presentation went really well even though it was on Saturday in the afternoon concerning Preservice Teacher Perceptions of their Skills and Development and this application towards the Ed Tech 101 course. For Saturday, I had quite a few people (even though about 25% were from Purdue).

2. PAET's table at the University Reception
First of all, the University Reception always seems to be a great time. I had a whole number of those little apricot treats on the tray, not to mention too much cheese and bread (as usual). the PAET table was impressive and the handed of the bags to get them to visit our "treasure chest" was ingenious if I do say so, plus I got to talk to many people. I think Purdue is really beginning to show off how much impact we really have as a program on the Ed Tech field. I was incredibly proud of my board members as the Prez and our student reps as well.

3. Witty banter and positive thinking
Possibly one of the best lessons learned on this trip was that witty banter and positive thinking keep me alive and enjoying every moment. Whether it was enjoying the Seinfeld-like quirks of the Utah State clan, the carefree laughs with Purdue faculty, or the plane ride home with the 'tootinator', smiling and enjoying every second of my time gives me the sanity I need to make it through graduate school. I enjoyed every moment at the conference and believe that positive thinking and appreciating every gift I'm given will allow me to succeed.

4. AECT Ambassador proposal
As for getting involved in the organization of AECT, I'm currently trying to help maintain and involve graduate students more in the process of AECT. I'm under the current impression that we need WAY more involvement from our graduate students and encourage them to stay with AECT after graduation. I think one thing we forget is these students need to feel success at AECT to want to continue. We need to provide them with a reason to come back. I know we are encouraged to become involved, but beyond volunteering, presenting, applying for the internship program (only 5 accepted), reviewing proposals, we don't really get to be involved in AECT in general. As a year-long type assistantship opportunity, I'm proposing that graduate students can become involved in the Ambassador program to assist Divisions with monthly projects and problems. Ambassadors will need to serve as volunteers first to help with the program. We are also proposing a Graduate Student Committee to assist with the management of this program, as well as other possibilities.


This is AOL signing off. :)

AECT - What's going on there?

What to do about Ed Tech 101?

I’ve actually started my dissertation on this topic to see which technology integration programs allow K-12 teachers in the field to feel the most confident using technology and which courses seem to be most successful based on the teachers’ perceptions.

One thing I’m discovering in my literature review is the vast amount of technology integration courses. At our University, the required educational technology course teaches the two main components of instructional design (lecture) and technology integration (lab). The students learn how to construct technology documents by completing activities (i.e., making a newsletter, making a lesson plan, making a grade book with Excel, making a tutorial using PowerPoint, making a WebQuest using FrontPage, etc…). Then once the students have learned the basics of these programs, we have them go through the instructional design process (a modified one using P.I.E. – planning, implementation, and evaluation) to construct each of the four projects using the different types of software. We also just have one lecture that is dedicated to showcasing the newest technologies and their potential uses in the classroom. We also dedicate another lecture to assistive technologies and use technology as a model (i.e., PodCasting lectures, posting lectures online through other forms of software such as Breeze and Impatica, using a course management system in the labs for students to keep track of materials, grades, etc…).

There are so many different types of curriculum choices out there. I know that one University guides their students through a three-step process: (1) a technology skills course (teaching them the basic computer skills and introducing them to all the new toys), (2) a technology integration course (where they learn how to use the technology in education), and finally (3) a technology methods course (where they go into the schools and use the technology). Other schools have paired up a methods course (science/math/language arts/social studies) with a technology course so they can integrate the technology into their methods lessons to really get a feel for how to use technology in the classroom. Others have used technology training during student teaching to help engrain technology into an authentic sitation. Others use some form of PBL or Open-ended learning environment (many with software) to convey the importance of technology. The one thing I believe is the most important (suggested in many articles – Ertmer, 1999) is preservice really need to believe that technology enhances learning. Without this pedagogical belief, preservice teachers will not use the technology in effective ways once they do get to their classroom. I believe we still need to teach them the skills, but also have an effect on their pedagogical beliefs. I love showing my preservice teachers examples of great uses of technology. However, sometimes it’s difficult to find a model that provides the “I could do that” factor. Usually the example is an expert teacher who seamlessly integrates and manages technology in the classroom.

The other thing we need to convey to our students is the importance of using technology to increase higher order thinking skills. Sure it’s great for a Jeopardy game, but what about having the students collect data with Excel to graph it and come up with an answer to why we have more pollution in our rivers as opposed to lakes? What are the results? This is the type of thinking that requires that pedagogical shift. What can we do to effectively teach our students this information? Any suggestions?

What to do about Ed Tech 101?

PIDT 2005

So PIDT has to be the most amazing experience I've ever had!!! I like the saying "It's like Professor's Camp". I was able to meet some of the biggest names in our field (Reiser, Ragan, Ely, Schwen, Wiley, etc...), gain advice about how to apply for jobs, and other practical advice. Not only was the conference motivating and informative, I have never had such fun! The skit we put together was just what an dorky instructional designer like myself would enjoy. I was also a finalist for the "bite the bag" game - it was much more difficult than it looked! I'm looking forward to taking all the advice and applying it. To check it out, go to PIDT's Home: http://www.wideopendoors.net/pidt/.

Here are the goals I've set for myself after attending PIDT:
Extend graduation until December 2006 or May 2007
Publish at least 3 articles
Complete my pre-lims by August 31st
Begin focusing my dissertation idea

PIDT 2005

After grading finals...

After grading finals, I feel so sorry for the students that can't seem to read the questions right - can't seem to correctly identify the information wanted. It's sad really; these students have not seemed to have instruction on how to take tests. I'm often shocked at the ability of students - whether over- or under-whelmed. Sometimes students just don't live up to your expectations. As an instructional designer and educator, I have to believe that every student can learn from "close-to-perfect" instruction. However, this doesn't seem to be the case. From my perspective students need actual experiences. It wasn't until I got into the classroom, I really thrived and was able to practice my abilities and skills. Classroom management has to be one of the most difficult elements for teachers. There should be a class in every teacher education program, focusing on just this problem - but they also need to test it themselves. I am of the opinion that every future teacher (especially elementary) need practice interacting with students. Through summer camps or volunteering for an after school program - it should be mandatory for students to manage children. Honestly, even though I am in educational technology, and I believe in the power of technology, nothing can substitute for an actual experience in the classroom. By experiencing education from a teacher's lens (or at least a supervisor's lens) students will have a better view of how to conduct a classroom.

When I compare the projects that teachers created in EDCI 560 (in-service equivalent of EDCI 270 - Introduction to Educational Technology and Computing) to those created in EDCI 270, they just have a profoundly superior way to utilize technology in the classroom. They use functions of animation for moving parts of equations around the screen in PowerPoint to help students visualize the mathematical substitution process. It's just so amazing what teachers can come up with. Granted, teachers have had way more experience in the classroom, but how do you get pre-service teachers to begin to think like these experts? This is a question I am attempting to answer in my dissertation - How do you better prepare pre-service teachers to transfer their skills into practice?

After grading finals...

Pre-Lim Proposal

I've done it. My ideas for pre-lims have been approved. I start May 8th (since that is when this hectic semester is over and done with!) and will submit my actual proposals before that. Here are my ideas which have been approved by my committee:

#1: Dr. Tim Newby

How is everyone teaching technology integration for pre-service education?

I want to document how other programs are teaching technology integration for pre-service education. I propose to find the different ways people are teaching technology integration in pre-service education across the United States. I will collect syllabi, websites, contact faculty/instructors through email, research papers, observations, etc… to find out the different ways and ideas people are using to implement technology integration courses. I will then construct a 20 page paper, documenting the different types and deciding on the best method, supporting this with evidence.

#2: Dr. Krista Simons

Create Publications; Get Published!

I want to be able to discover what it takes to create and submit publications based on previous papers written for classes and interest. I propose to create and submit publications from my proceedings paper at AECT 2004 (thesis) and my Motivation paper (with Pat – but I would do all the work to revise and publish) from EDCI 591T.

#3: Dr. Jennifer Richardson

Researchers continually explore more effective means in preparing pre-service teachers to integrate technology into their classrooms. This study will investigate preservice teacher perceptions of technology integration, as well as the development of their computer skills and technology integration skills. Through quantitative and qualitative data sources, this study will provide information for the design of a more effective preparation course where pre-service teachers will be more prepared to implement technology into their future curriculum and classrooms. I will analyze the data from this study and submit the completed paper to a journal.

Pre-Lim Proposal

On a Monday night

So I'm sitting here, going through all the Blogs I haven't read in quite some time and catching up on fun reading. :) I came across the cutest little stunt for an April Fool's joke - YaGooHoogle. Then, some shocking news - Macromedia and Adobe are merging. Evidently, Fireworks is going down. :(

Anyways, moving on to graduate work. Our last PAET newsletter was really a success. We catered our information to presenting knowledge to the Ed Tech community - things we would be interested in. The two fantastic articles were

• Technology You Can Afford - Christopher Mong
• The Blogging Revolution - Glenn Coulthard

These really were great uses of our space. Hopefully, we can use this space to provide tidbits of information on up-and-coming technologies and how they are used in the classroom (K-16).

These are some possible topics - if you can think of any more I should add, please comment:

• PodCasts
• Blogging (youth)
• Instant Messaging
• Macromedia Breeze
• Wikis
• Tablets
• Handhelds
• Macromedia Captivate
• Camtastia
• iMovie
• iDVD
• SmartBoards (innovative uses)
• VideoConferencing (Over the internet)
• TouchScreen Monitors
• Interesting uses for digital cameras
• Digital Storytelling

Please help me add ideas to cover!

On a Monday night

PAET & Graduate Interaction

Our student organization PAET (Purdue Association for Educational Technology) has recently conducted our real first election, and I have been elected President. I am so excited! We have so many amazing things planned. We are planning on applying for the Graduate Student Lounge and welcome any other graduate student organizations to join us in this quest. Our current ideas consist of activities to join graduate students together in a network forum. The concept of interacting with other graduate students in other programs would be one worth pursuing. It would teach us the meaning of collaboration outside of our immediate circle of academia. It would encourage outside thinking, much along the line of the new paradigm Reigeluth speaks of in his Instructional design theories book. By participating in research efforts with other programs, we are able to widen our scope and better prepare ourselves for the rigors of academia. In the summer, Purdue has plans to work with Syracuse University to study multiple teacher education technology integration programs. I am really looking forward to this study. Currently, one other graduate student and I are working on a brief look into what pre-service teachers want/need for a technology integration course.

PAET & Graduate Interaction

Beginning

So I begin on my blogging journey. I have entitled this page Innovations in Ed Tech, because (1) I am a doctoral student in Educational Technology and (2) I LOVE the new ideas. I'm constantly going to conferences to see what's new and how I can use it in my pre-service teacher education courses. To check out my website, click here.

This is my true passion-teaching an introduction to educational technology course- in short, teaching pre-service teachers how, why and when to integrate technology into their curriculum. The most amazing part is I can see the students really get excited when they create a WebQuest. Since it is the introduction to education courses as well, this course ties so much in, we are constantly leaving our students with their heads spinning. And I come back with, "But wait! There are so many other cool things to show them!"

However, right now I must leave the blogging world for tonight because I am horribly procrastinating on my paper which is due on Friday.

Beginning