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?