Blanche O'Bannon

Using podcasts to replace lecture: Effects on student achievement

This study examined achievement when podcasts were used in place of lecture in the core technology course required for all students seeking teacher licensure at a large research-intensive university in the Southeastern United States. Further, it examined the listening preferences of the podcast group and the barriers to podcast use. The results revealed that there was no significant difference in the achievement of preservice teachers who experienced podcast instruction versus those who received lecture instruction. Further, there was no significant difference in their study habits. Participants preferred to use a computer and Blackboard for downloading the podcasts, which they primarily listened to at home. They tended to like the podcasts as well as the length of the podcasts and felt that they were reasonably effective for learning. They agreed that the podcasts were easy to use but disagreed that they should be used to replace lecture. Barriers to podcast use include unfamiliarity with podcasts, technical problems in accessing and downloading podcasts, and not seeing the relevance of podcasts to their learning.

Teacher perceptions of using mobile phones in the classroom: Age matters!

This study examined the digital native-digital immigrant dichotomy based on the results of a study involving 1095 teachers from two states in the southeastern United States. The study focused on age as it relates to the relationship between the type of mobile phone they owned, their support for the use of mobile phones in the classroom, their perceptions of the benefits of specific mobile features for school-related work, and their perceptions of instructional barriers. The results indicated that the age of the teacher matters, however, not as suggested by Prensky (2001). There were no significant differences in the findings for the teachers who were less than 32 and the ones who were 33-49; however, they both significantly differed from those over 50 in mobile phone ownership and support for the use of mobile phones in the classroom as well as in their perceptions regarding the useful mobile features for school-related work and instructional barriers. In each instance, the older teachers were less likely to own smartphones, were less supportive on all items, were less enthusiastic about the features, and found the barriers to be more problematic.

Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers

Historically viewed as a disruption by teachers, cell phones have been banned from 69% of classrooms (Common Sense Media, 2009). The increased ubiquity and instructional features of cell phones have prompted some teachers to re-evaluate the ban and consider the benefits associated with allowing cell phones in the classroom. This study surveyed 79 teachers to determine their perceptions of using cell phones for classroom instruction. Findings indicated that the majority (69%) of teachers support the use of cell phones in the classroom and were presently using them for school-related work. Teachers identified student engagement and motivation as the primary benefits; barriers included lack of access and class disruption.

Faculty integration of technology in teacher preparation: outcomes of a development model

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs.

Implementing Partnerships Across the Curriculum with Technology

Abstract As the number of computers accessible to students and teachers has increased, there has been a growing emphasis on integrating technology across the curriculum. Even though schools increasingly invest in new technologies, the actual use of computers in classrooms remains limited. This paper examines a model developed to guide the implementation of a Preparing Tomorrow’s Teachers to use Technology (PT3) project and its capacity to promote improvement of teachers’ ability to integrate technologies into their instructional practice. The essential conditions, identified by ISTE, provided the foundation on which this model was developed. Emphasis was placed on access, professional development, support, incentives, and assessment, with the remaining conditions embedded within. The findings indicate that the model was effective in improving teachers’ technical skills and their ability to integrate technology into instructional practice.

Faculty Members Infusing Technology Across Teacher Education: A Mentorship Model

To support the integration of technology in the K-12 special education classroom, teacher preparation programs must infuse technology across existing special education curricula. Teacher preparation programs have been blamed for not modeling effective technology use in teacher preparation curricula. This study examined the effectiveness of a mentorship training program that employed special education graduate students to assist faculty members with their technology infusion efforts. Results suggest that one-on-one multiple session training supported by special education graduate students (with limited technology expertise) can support integration efforts. Implications for supporting faculty technology infusion are discussed.

Mobile phones in the classroom

This study examined the perceptions of 245 preservice teachers in Kentucky and Tennessee to determine their support for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that they view as beneficial for school-related work, and the instructional benefits and barriers to mobile phone use in the classroom. The results indicated that almost half (45%) of preservice teachers supported the use of mobile phones in the classroom while one-fourth (25%) did not support their use and approximately one third (30%) reported uncertainty. The preservice teachers perceived many features/functions of mobile phones as being useful in the classroom, but they identified access to the Internet, clicker capabilities, use of educational apps, and use as a reader as the most valuable. They perceived cheating, disruptions, cyberbullying, and accessing inappropriate content as major barriers to the use of mobile phones in the classroom. Most useful features are accessing the Internet, using as a clicker and using an educational app.Primary benefits are developing digital fluency and providing anywhere/anytime learning opportunities.Primary barriers are cheating and disruption to class.Primary disruptions are texting, playing games and tweeting.

Integrating technology into field-based experiences: a model that fosters change

Project ImPACT is an implementation grant supported by the U.S. Department of Education Preparing Tomorrow’s Teachers to Use Technology initiative. The principal goal of this project, as with all PT3 initiatives, is to develop new teachers who are capable of infusing technology into the curriculum to enhance student learning. With this result in mind, a model was developed to foster change in K-12 field sites that serve as training grounds for preservice teachers. The ISTE NETS essential conditions provided the framework on which this model was developed with emphasis on access, professional development, support, incentives, and assessment. In this article, we describe the development, implementation, and evaluation of a field-based technology integration model. The results suggest that the model was effective in increasing preservice teachers’ ability to integrate technologies into the curriculum in authentic teaching situations.

Using a Facebook Group As an Educational Tool: Effects on Student Achievement

This study examined the effectiveness of using a Facebook group to increase pre-service teachers’ knowledge of core technology topics. Further, it examined their use of Facebook, their use of a course-related Facebook group, their participation habits in the group, and their perceptions of using Facebook for educational purposes. Results revealed a significant gain in achievement as measured by scores on pre- and posttests. Additionally, Facebook was most frequently used to maintain existing relationships, to share photographs, and to communicate. The Facebook group was used to lurk/read, post comments, “like” comments, and post additional information. The pre-service teachers indicated that the Facebook group was beneficial in improving readiness for course assessments, was convenient, provided a good means of communication, and enhanced learning.

Creating/Developing/Using a Wiki Study Guide: Effects on Student Achievement

Abstract Wikis are gaining popularity in classrooms because of their many benefits. Despite these benefits, there is a shortage of empirical data regarding their effectiveness in increasing knowledge. This study examined (a) the effectiveness of creating/developing/using a wiki to increase knowledge of Web 2.0 tools for 103 preservice teachers; (b) their perceptions of the use of a wiki to increase knowledge of Web 2.0 tools; (c) the frequency of use while participating in the reader, writer, and editor roles; and (d) their communication habits. The results revealed that there was a significant gain in achievement. Further, the preservice teachers reported that the wiki was effective for increasing their knowledge of Web 2.0 tools, and more than 75% used the wiki as an information source during and after the activity. The preservice teachers indicated that the creation of the wiki increased their knowledge as well as the presentations given by their peers, but the hands-on practice increased their knowledge the most. When examining preservice teachers’ participation in the reader, writer, and editor roles, the results indicated that they read the information but were less regular in posting or modifying the wikis. Upon examination of the communication habits of the preservice teachers, the results indicated that they did not actively communicate with each other during the development stage of the study guide. They reported using email the least, comments within the wiki a little more, and face-to-face conversations the most. This study demonstrates that wikis can be used to increase knowledge. Additionally, the findings can serve as a guide to educators who want to use wikis as a teaching tool.