Keith Wetzel

Lessons from Exemplary Colleges of Education: Factors Affecting Technology Integration in Preservice Programs

This study focused on efforts in four colleges of education deemed exemplary in their approaches to prepare preservice teachers to use technology. The study addressed one over-arching question: What are the important pieces of the puzzle that make up the current technology integration efforts at these exemplary sites? Data were gathered during the 1997–98 academic year. Findings suggest that there is a web of enabling factors that supports student learning opportunities and desired technology-related outcomes for preservice teachers. The informed leadership of deans and other administrative and faculty leaders appears to be especially critical to sustain and expand technology-integration efforts. Leadership issues, along with a wide range of other factors, are systematically examined across the four case studies. The authors conclude that while each of the four cases is unique, many of the recommended practices explored in this study would likely prove beneficial if employed in other settings.

The Diffusion of Electronic Portfolios in Teacher Education: Issues of Initiation and Implementation

Abstract This descriptive study investigates the diffusion of electronic portfolios in preservice teacher education by documenting the context and emergent practices in six programs identified as mature in their implementation. Context variables examined include prior use of paper portfolios, pressures for standards-based assessment, and leadership and governance issues. Variations in program implementation are also explored including the portfolio tools employed, artifact selection, evaluation of student work, and the role of reflection. Findings of the study suggest that amidst the common themes across programs, there are numerous variations in approaches to e-portfolio use. The authors conclude that further research is needed to examine the future directions for e-portfolios envisioned as well as specific advice for those in earlier stages of adoption or implementation.

Costs and Benefits of Electronic Portfolios in Teacher Education: Student Voices

Abstract This descriptive study investigated the benefits and costs of using electronic portfolios (EPs) in preservice teacher education by examining the voices of students in six programs thought to be mature in their implementation. Benefits included opportunities to reflect, better access to and organization of professional documents, increased technology skills, and better understanding of teaching standards. The costs or disadvantages included issues of program implementation, access to and reliability of the technology, and the amount of time and effort expended. The authors conclude that understanding student perceptions of their experiences can lead to improved practices and policies with regard to EPs and should be considered in future research.

Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools.

Abstract This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching. These are important considerations for teacher education programs of the 21st century.

The Diffusion of Electronic Portfolios in Teacher Education: Next Steps and Recommendations from Accomplished Users.

Abstract This is the second part of a two-part article on the diffusion of electronic portfolios in preservice teacher education. The first part addressed issues of adoption and implementation; this part documents “next steps” and key recommendations by informants from the six programs studied. Next steps included streamlining requirements, addressing reliability of technology and access, and planning for data aggregation and program evaluation. Key recommendations were to involve a broad base of participants in the planning process, clarify the purposes for electronic portfolios, move forward incrementally, and provide sufficient technology access, training, and support. The study concludes that a range of research is needed to inform future decisions pertaining to the large-scale implementation of electronic portfolios in teacher education.

Models for Achieving Computer Competencies in Preservice Education

AbstractAdequate preparation of preservice teachers to use computers and technology in their teaching and learning remains a problem. Two questions are addressed in this article, What do preservice students need to know and do? and How should these outcomes be achieved in a preservice program? The first question, what do preservice students need to know and do, is addressed by the Accreditation Committee of the International Society for Technology in Education (ISTE). Two methods employed to achieve the competencies are discussed: the core computer literacy course and the integration model. The author suggests that we do not need to choose between a computer literacy core course or an integration paradigm, but rather the breadth and depth of knowledge required by the ISTE/NCATE standards suggests that both a core course and effective integration are important components of a preservice program.

Electronic Portfolios in Teacher Education: Forging a Middle Ground.

Abstract At a time when implementation of electronic portfolios (EPs) is expanding, the issues of clarifying their purposes continue to plague teacher education programs. Are student-centered uses of EPs compatible with program assessment and accreditation efforts? Is this an either/or situation, or can a productive middle ground be forged? This article reviews the compatibility of key purposes for EPs in light of the changing landscape of their use in teacher education. It explores theoretical perspectives, analyzes policy implications and challenges, and provides recommendations that support current adoption and implementation decisions. It concludes that it is possible to effectively use EPs for varied purposes and provides specific recommendations for doing so.

Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas

Abstract In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.

Changing Teacher Education Faculty: Mission Possible

Abstract This study evaluates a Preparing Tomorrow’s Teachers to Use Technology (PT3) project that endeavored to improve teacher educators’ uses of technology so as to influence future teachers. This PT3 project sought to build on a foundation of key characteristics of teacher education programs thought to be exemplary in the use of technology throughout their programs. The authors evaluate the progress of teacher educators in the integration of technology in their classes. The data analysis reveals that a critical mass of faculty used technology with students in their courses and that the uses were aligned with the National Educational Technology Standards for Teachers (NETS•T).

Innovations in Integrating Technology into Student Teaching Experiences.

AbstractThis study describes the implementation of a project designed to improve the preparation of Grade 3–8 mentor and student teachers to teach mathematics and science through the integration of multimedia technology and pedagogy. Project goals were implemented through (a) joint training, (b) ongoing support, and (c) provision of hardware and software. Both phases of the Interactive Video Project—the summer training institute and the fall semester implementation of the program—were evaluated. Based on the evidence, the project proved to be successful. Student teachers were better prepared to integrate technology in their classrooms. Mentor teachers changed the way they taught mathematics and the tools students used to find and present information in science.