Neal Strudler

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.

Teacher Concerns During Initial Implementation of a One-to-One Laptop Initiative at the Middle School Level

Abstract Many schools are initiating projects that place laptop computers into the hands of each student and teacher in the school. These projects entail a great deal of planning and investment by all involved. The teachers in these schools are faced with significant challenges as they prepare for teaching in classrooms where every student has a computer. Using the Concerns-Based Adoption Model of change, this study investigated the concerns of teachers in the early stages of a one-to-one laptop initiative. The results of the study indicate that teachers fall into two relatively well-defined categories in terms of their concerns regarding the innovation. The majority of teachers have genuine concerns about how the introduction of laptop computers into the school environment will impact them personally. A lesser number have concerns about how they will be able to best use the laptops to meet the needs of the students. Implications for professional development include differentiating training based on teacher concerns, ensuring teachers have a voice in the process and are well-informed of decisions pertaining to the adoption, and implementation of the innovation.

Mentoring Toward Technology Use: Cooperating Teacher Practice in Supporting Student Teachers

Abstract This paper investigates the mentoring practices of 16 cooperating teachers as they prepared student teachers to integrate technology into teaching and learning activities. Data were gathered from multiple sources during a semester of student teaching. A complex variety of contextual and conceptual factors influencing the integration of technology into student teaching experiences are presented, including access to technology, on-site support, and beliefs about mentoring. Findings describe the practices of cooperating teachers in mentoring student teachers toward technology use. In order for student teachers to learn how to support student-centered lessons with technology, they need knowledgeable mentor teachers and adequate access to technology to practice and develop those lessons. Recommendations for other school district/university partnerships attempting to integrate technology in field experiences include the implementation of frequent professional development sessions for mentors that help them build knowledge about how to teach in reform-minded ways with technology and how to mentor student teachers to teach in ways consistent with reform standards. Mentors should be introduced to new practices integrating technology with curriculum-based, student-centered activities that expose them to new models for teaching and learning and learn to encourage novices to teach in similar ways through modeling, practicing, and analyzing teaching together.

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.

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.

Development and Validation of an Instrument for Student Evaluation of the Quality of Web-Based Instruction.

We developed an instrument that allows instructors to conduct a comprehensive evaluation of the quality of Web-based courses. Development and validation of the instrument involved four phases. In Phase I, an instrument was developed based on survey results from students and instructors of Web-based courses and an extensive literature review. In Phase II, the instrument was placed on the World Wide Web to collect data. Phase III was a validity study using the data collected in Phase II. In Phase IV, the instrument was revised using feedback from the first three phases.

The ISTE Foundation Standard: Issues of Implementation.

The purpose of this article is to provide a framework to support the systematic integration of technology into teacher education programs. Specifically, it provides a planning model and supporting materials that address the International Society for Technology in Education (ISTE) foundation standards for candidates seeking initial endorsements in teacher preparation programs. Supporting materials include 3 forms to help in the process: a Course Implementation matrix, an Activity Identification matrix, and an Activity Form. The model is meant as a starting point that can be used and modified as needed in each context.

Quality Support for ICT in Schools

This chapter addresses issues related to the quality support needed for ICT to fulfil its potential in school programs. It begins with a discussion of ICT integration that serves as a foundation for the chapter-what are the goals for ICT use in schools, what hardware distribution best supports these goals, and what kinds of support are needed to make this all work on a school wide basis? Framed within theoretical perspectives of supporting teacher learning, the chapter explores issues pertaining to professional development, the role of school level coordinators, and how ICT leadership functions can be distributed among school personnel. The chapter concludes that high quality support requires robust access to technology and effective technical and pedagogical support. It further suggests that optimal support strategies should include a team approach that helps teachers identify promising practices while also providing for the essential conditions that support effective school-wide implementation.

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.