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TESTP (Training Education Seniors by Technology Projects)
Alaaddin Akgul
Master of Arts in Education Technology
12100 Knight’s Krossing Cir. B 207 Orlando FL
32817
e-mail address :alaaddin@dr.com
tel: 407 3622912
Technology! This word seems different for every person because everyone perceives from his or her own perspective. It changes over time. As technology improves, people try to adapt it into various areas. Education is the most challenging area for technology adaptation. There is a great encouragement towards schoolteachers to transmit technology into their classroom. One well-known instructional technologists, Donna Baumbach wrote “ To create effective learning environments, teachers must integrate technology with successful instructional strategies. Some key elements of good learning environments include active learning, cooperative learning, integrated curriculum, and individualized instruction.”
Most educators do understand the need for change and the need to involve technology as a part of that change. The challenge remains how to do that effectively. In Software Publishers Association's (1993) "Report on the Effectiveness of Technology in Schools, 1990-1992" student achievement is related to a number of factors. One of these key factors is the role of the teacher. Research suggests that one can maximize the benefits of technology by training teachers in the integration of technology with the curriculum extensively. Other factors include providing opportunities for students to engage in self-directed learning experiences, and designing activities, which involve tool software, encourage self-expression and stimulate personal interaction among students.
Teachers learn the basics of their profession in the university environment. Learning the basics of technology in a university environment is very important because if teachers do not feel comfortable with technology integration in the classroom, then they will try to avoid using technology in their classroom when they start working.
PROBLEM
Teachers have trouble with the integration of technology into their classrooms. The real problem stems from university training. Traditional methods do not train future teachers how to learn technology and its classroom applications. They learn technology in limited level without its application. It is also a necessity for seniors to get help from someone who spends sufficient time with them. There are a lot of people asking for help from busy instructors, and that is why seniors need assistance.
AIM
Training education seniors by technology projects (TESTP) proposal is aimed to supply all necessary conditions to train education seniors at the University of Central Florida by preparing technology projects in district schools. Because it is a truism that “Learning is best achieved by doing” for most of the teacher educators, they encourage educators learning technology that is difficult to forget and to update their knowledge, thereby encouraging future teachers to learn new technology as it becomes available.
ROLES IN THE PROPOSAL
There are basic components that TESTP provides to education seniors in their projects. The first one is the college supervisor, who makes connections between K-12 schools and the university, completes bureaucratic processes and controls the project. This person plays only a leader role and guides seniors in the project. The second component is assistants. They are good at using technology, especially computers, and provide help to seniors, as they need it. They are the main source for seniors and they provide an information base in technology, which is what seniors need to carry out projects. As assistants are considered “technologically literate,” they help seniors in their technology projects. This help can be teaching software, providing sources (like web sites), informing latest issues in technology integration into the classroom and offering any kind of support for student projects. They work under the college supervisor and play an important role in planning and scheduling events. The third one is the coordinator teacher at K-12 schools. He or she provides accommodation seniors in the classroom and provides technological needs specifically for their classroom. The fourth and the last component is students in schools. The project will be done according to their needs. Seniors who attended some courses with students and got some idea about them will clarify these needs.
NARRATIVE PART
TESTP starts in the beginning of the fall term. As with every project, final arrangements are completed and the curriculum is revised in the beginning. In August, students select an appropriate school and class for themselves _according to their location, grade level and subject_. While they are finding the appropriate school, tutors meet together to discuss how can they be effective assistants in seniors’ projects. Discussion clears their duties and increases the effectiveness of their help. They also prepare and give an extensive questionnaire about senior students’ general attitudes towards technology and the transmission of it into the classroom environment. In September, seniors meet the target class in which they are going to do the project and coordinator teacher with whom they are going to discuss appropriate projects for the class. Seniors also meet with the assistants who will guide them if they get into trouble, teach them the software they need to know, and supply updated information about technology applications in educational settings. In October, seniors continue observation in the class and discuss observations with the school coordinator. Discussion topics can be misconceptions in lessons and overcoming them or increasing curiosity in the classroom with technology aided lessons. During this time, they consult assistants for the appropriate projects. Assistants are will search for practicality and validity issues for projects. They will also give general tips and resources for projects.
In November, seniors start projects. They also contact assistants for the most appropriate equipment or software for projects. In December and January, they start learning them. They also contact schoolteachers to discuss and take their ideas to develop the project in a more practical way. In February, seniors start developing their projects. They benefit from the technological knowledge they have learnt. They should get in contact with assistants more often than in other months because they will need a lot of assistance while they are preparing projects. In March, prepared projects are presented or applied in classrooms. To assess the effectiveness of projects, pretests and posttests will be given. Instead of surveys, student grades (before and after the projects) can be used as assessment methods. In April, seniors make some changes according to assessment results and comments from schoolteachers. They meet together and discuss experiences in their projects. In May, the discussion continues and assistants apply a post-project survey to assess the effectiveness of TESTP. Assistants also supply information about latest events in educational technology and new information sources to seniors all the time. Depending upon the situation, this information flow may be done either in meetings or in a web based environment (mailing list).
3 HIGHER LEVEL OBJECTIVES IN TESTP
TESTP seniors will be able to transmit technology projects into classroom
environment
By using software or technology equipments they have learnt by assistants’
help
TESTP seniors will be able to learn how to learn technology
By taking responsibilities for projects
TESTP seniors will be able to follow technology for education
By assistants updated and regularly supplied information
INFORMATION FLOW
TESTP may be conducted in the following ways
- an option for field training
program,
- an independent field training program considered as extra credits
with field training, or
- course given by UCF
The number of students joining this project is approximately 30 students
Generally, assistants supply information by personal meetings or group meetings if more than one student focuses on the same software. There are times that students, assistants, and schoolteachers may not be available, or information flow may be so dense that meetings may take longer. In this manner, the assistants need a web-based environment to make information flow. This project also supplies, for the senior students joining the project, a place to connect to the Internet and use software and gather information without facing any restrictions. This requires having an additional three computers with multimedia functions and Internet properties dedicated for this project. These computers would be placed in the College of Education at UCF. The resources are supplied from the Web and software is put onto these computers so those seniors will not be faced with any restrictions from UCF Computing Services. There will also be restrictions preventing seniors from installing specific software on computers not specialized for these education seniors.
EVALUATION
This project will bring unforgettable experiences
to future teachers who will train next generation. TESTP also aims to make
technologically literate teachers who can ease learning by using technology
tools and adapt to changing technology. Different than other projects TESTP
encourages seniors to discover their self- fulfilling prophecy by giving
them responsibilities. At the end of the projects they get ready to use
technology effectively in our world that is getting into technology oriented.