Proposal

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EDET 626 Barbra Donachy and Tracie Weisz Fall 2013


 * Research Question:**

What are the primary needs of classroom teachers for technology integration based on the tech-specific New Alaska Standards?

The purpose of this action research study is to determine the needs of classroom teachers for a tool which would provide technology resources based on the tech-specific New Alaska Standards.


 * Literature Review**

In order to fully and successfully integrate technology into classroom instruction, a school site must have a defined vision for technology, which includes a plan and support for integration, which is backed by administration. As this is not the case for most districts, we envision that teachers, in grass-roots-type efforts, need to encourage and support each other to successfully integrate technology into instruction in order to teach the new Alaska standards which are tech-specific.

How can teachers be prepared to make use of technological tools in their classrooms?

A study based on a pedagogical framework rooted in the Technological Pedagogical Content Knowledge (TPACK) Model (Mishra & Koehler, 2006), as well as the authentic learning approach (Herrington & Kervin, 2007) reported results on the design, implementation, and outcomes of a Web 2.0 program which was intended to prepare teachers to make purposeful use of Web 2.0 tools in their classrooms.

// The findings indicated that the proposed framework helped teachers to acquire the knowledge and skills to integrate Web 2.0 into their instruction. In addition, they showed enhanced teachers' awareness of the benefits of Web 2.0 to extend in-class learning activities and improve students' learning, and readiness to adopt and apply Web 2.0 technologies in their classroom. The great majority of the teachers reported that this program had a positive impact into their development. //

// If Web 2.0 learning activities are to be deployed effectively across classroom settings, teachers, students and the schools need to develop shared strategies and mutual understandings around the participatory, open, collaborative, networking, co-creating, and collective aspects of Web 2.0. //

This study clearly indicates that before the research question can truly be answered, there are some attitudes, aptitudes and pedagogical knowledge that would need to be ascertained before any meaningful/impactful suggestions could be put into place and successfully implemented with regard to taking steps toward addressing the tech-specific standards.

How do teachers use technology in their lessons?

The //Australasian Journal of Educational Technology// reported on a study to which examined how teachers use technology in their lessons, and gain insights into the influences affecting their current practices. The premise was that the quantity of technology use in a lesson alone is not critical to student learning, and that some teachers are motivated to use the potential of technology in their practice, while others are not. This motivation is what we want to tap into with a tool built to provide teachers with their own access to resources to integrate into their own classrooms.

// This study was concerned with different approaches to developing the skills of teachers, specifically the integration of technology and the associated pedagogical content knowledge within teachers' lesson planning and the monitoring of their growth through self-regulatory measures. //

// The case study teachers were filmed, and then the video was used to give them a stimulated recall interview. //

// During the stimulated recall interview the teachers stopped the video tape when they remembered what they were thinking while they were teaching. Also the interviewer could stop the tape in order to collect more in-depth information on why teachers decided to use technology that way in their lesson. //

Based on a preliminary scanning, three broad categories were formed, namely, teacher characteristics, school characteristics, and types of technology use.

// An important characteristic of teachers using technology includes their motivation and interest in exploring the opportunities and possibilities of technology for teaching and learning (Cuban, 2002: Lopate et al., 2003). All the teachers involved in this study experimented with technology applications, researched the use of technology in their education, gradually gained ideas for using technology in their subject lessons and shared their ideas and materials with colleagues //.
 * // Teacher Characteristics: //**

// The findings were supported by prior studies which showed that schools that clearly articulate their goals and the means to support teachers to realize these goals in a technology plan is crucial to success. Creating such plans is a crucial step in the process of technology integration. //
 * // School Characteristics: //**

// Half the sample teachers were leaders in the field of technological curriculum support and the other teachers were closely connected to the technological curriculum coordinator [roles]. //

// Respondents were pedagogically highly proficient and flexible enough to fit technology in with the varying demands of their educational practices. //
 * // Types of Technology Use: //**

// The teachers developed an integrative knowledge base of technological knowledge and skills, as well as knowledge of learners, subject matter content, and pedagogy necessary to teach with technology in the classroom. //

Again, this study confirms that before we can ask teachers about their needs in a meaningful way as applied to their teaching, certain knowledge and understandings must be in place in order for that to be successful.

An Asian study (Chai, Ng, Li, Hong, Koh, 2013) was done which focused on validation of the Technological Pedagogical content Knowledge (TPACK) framework, which has been adopted by many educational technologists and educators for the research and development of knowledge about the pedagogical uses of learning technologies and technology integration in classrooms. In understanding the TPACK, we can formulate a plan to build a tool which will help teachers understand their pedagogical knowledge. This in turn will help teachers select the type of resources that can help them in their classroom, based on readiness to integrate technology, content and practice of teaching.

TPACK, also referred to in this study as TPCK, is based on the idea that three basic forms of knowledge interact to give rise to four derived forms of knowledge. The three basic forms are as follows: TK - technological knowledge CK - content knowledge PK - pedagogical knowledge

These in turn give rise to PCK - pedagogical content knowledge TCK - technological content knowledge TPK -technological pedagogical knowledge TPCK - technological pedagogical content knowledge

A study of new and preservice teachers across China determined things like their levels of expertise in the three basic forms, and then determined which combinations gave rise to conditions favorable for building TPCK knowledge.

Their findings showed that the following forms alone __did not__ contribute positively and significantly toward the likelihood of building TPCK: Content knowledge (CK) Pedagogical knowledge (PK) Technological knowledge (TK)

However, their findings showed that the following combinations of understandings did contribute positively and significantly toward the likelihood of building TPCK: Pedagogical content knowledge (PCK) Technological content knowledge (TCK) Technological pedagogical knowledge (TPK)

This study again confirms that before meaningful change can happen with regard to technology integration, we need to have an understanding of where teachers are starting from in terms of their basic knowledge about instruction - including content, pedagogy, and technology taken together. This need could be assessed during the data collection phase of the project.

How are the Common Core Standards and technology linked?

In a whitepaper retrieved from learning.com (Parks, 2012), background is given on the development and evolution of the Common Core, and how it is intended that Common Core will change what is happening with teaching and learning in schools. The paper then specifically discusses what it terms "digital literacies" and how they are an important part of the Common Core.

// From explicit technology requirements in Common Core Standards to sets of skills being necessary for completion of standards-based tasks and assessment questions, digital literacy skills are at the core of the Core. //

Although educational technology leaders and thinkers such as Mark Prensky and Jason Ohler are quoted in the article giving their thoughts about the potentials for technology integration, a great deal of this paper focuses on the assessment piece - particularly with regard to computer/tablet-based testing. According to Parks, digital literacies seem focused on what will be measurable within the assessment piece - mostly word processing skills integrated with the writing shifts. This is not necessarily an accurate reflection of what was intended by "digital literacies", given the "explicit technology requirements" in the standards, which indicate going beyond this basic level of competence. However, given the close alignment of New Alaska Standards with the Common Core (even though we have our own, there is a close alignment), and given that Alaska is also moving toward computer/tablet-based assessments, these basic skills and literacies will also be important for students and teachers come testing time.

Teachers will need the skills to teach even these basic literacies, and for some, who lack some of the derived TPCK levels of knowledge, this could be a good starting point for support.

// Learning Forward // (Tallerico, 2013) published an article that begins on the premise of prior studies which have concluded that teachers want more varied and tangible learning resources, support for learning best practices, and support for mastering strategies in engagement, differentiation and instruction to meet student needs. They also conclude that teachers believe their professional learning has a strong impact on student achievement.

//The hypothesis of this study is that content-rich, easy to access, web-based technologies facilitate multiple aspects of teachers’ work such as planning, collaboration, instruction, personalization of materials, student assessment, data management and professional learning. This study focused on teachers’ use of technology rather than the technologies themselves. It documented what teachers said they wanted in technology, how they used it, and the ad- vantages and challenges they experienced.//

//This initiative focuses on how educator professional learning must change to support deep implementation of Common Core standards, new assessments, and educator evaluation systems. Part of the transformation of professional learning is the use of technology to personalize and expand access to professional learning for all educators so they have the needed supports to implement the Common Core standards.//

The teachers in the study were exposed to a variety of technology tools, which included: resource sites of lessons and ideas for classrooms, video tutorials for both teachers and students, and online professional development communities, all aligned to, or addressing teaching and learning in the Common Core. The resources were also meant to address the concerns outlined at the premise of the study. Over the time of the study, teachers went from being very engaged and excited, to tapering off (ironically around the testing windows was when teachers integrated practices dropped off almost entirely), back to a more stabilized use. The learning curve noted in their reflections also indicated that the more they learned, the more curious and engaged they became in incorporating technology into their instruction.

The recommendations at the end of the study concluded that: Schools and districts need plans in place to support teachers and to help them share resources. Schools need to provide support and structure for ongoing professional learning based on the results. Access in and out of school is still a barrier - and states, districts and schools must make it a priority. Schools and districts must be flexible with materials a teacher may use to meet student needs. Schools and districts must provide all teachers with ongoing professional learning opportunities, and take into consideration a teacher's needs for flexibility, collaboration, and personalization.

As the above-referenced research shows, the foundation of a forward thinking school or district is visionary leadership who incorporates technology into their mission and supporting teacher development. Outside of this support, we currently see teachers opting in to the integration of technology based on individual comfort level and interest.

A 10-year-old, but still timely, article (Earle, 2002) outlines the critical need to integrate technology into education. “Too often our efforts to improve education have resulted in our unrealistic isolation of technological processes.” The obstacle of the separatist notion of technology instruction is still alive and well in our schools today. The Harvard article suggests, “Change starts with the individual teacher, who, upon catching the vision, is willing to take risks, to experience Christopherian confrontations or encounters (Gardner, 1991) in rethinking teaching and learning, and to model for and be a mentor to peers.” This has been the way of thinking, because there is lack of vision in schools to strongly encourage and support teachers to integrate technology into content area instruction. At this point, teachers take it upon themselves to integrate technology. They opt in. For those who do want to opt in, we need a tool, a central resource, to help make it easy for teachers to find resources to integrate technology into the instruction of the new standards.

So, if there is a lack of vision for technology in schools, are pre-service programs picking up the slack?

Survey results published in the //Journal of Technology and Teacher Education// sadly show the lack of integration of technology specifically in pre-service instruction to math teachers. The new Alaska standards specifically include technology in instruction. In higher-level math, for example, technology makes the study of statistics much more efficient. This journal article demonstrates that the need for an institutional vision extends outside a district and into a need in our teacher preparation programs. Again, there is a cry for a central source for information for integrating technology into both math and English language arts instruction of the new standards.

Until teacher preparation programs produce teachers who are highly skilled at integrating technology or districts integrate technology into their vision statements and support teachers with professional development, it is up to the teaching community to support each other in doing what’s right for students. Washington State’s office of the superintendent of instruction has created an interactive website to suggest technology sources aligned with the common core standards. This is a useful model for our project. Part of the next steps of this project will be to contact this source and see what type of response they are receiving for this website. This may help us fine-tune the tool we would like to build for the state of Alaska.

__** Methodology (Data Collection) **__ The readings have informed not only our question, but also the approach we want to use for collecting data. It is important that we have a clear understanding of teacher readiness levels before we proceed with any kind of prescriptive tool to support levels of integration. Readiness levels can mean a teacher's content knowledge, pedagogical knowledge, and technological knowledge (TPACK), and also their motivation and mindset regarding technology integration and their practice. Mindset and motivation may be influenced by personal interests, the professional environment/culture in which they work, and perceptions of teaching practices, curriculum, New Standards, and technology in general, as well as the attitudes and actions of their school administrators toward these elements.

In order to collect data to assess what the primary needs are for classroom teachers in Alaska for technology integration, we will collect data using three strategies. We will send out surveys through our Professional Learning Networks to collect data from across the state of Alaska. We will also perform classroom observations in two districts within the state of Alaska. Lastly, we will conduct interviews with teachers at varying levels of technology-readiness and varying grades in order to collect first-hand desires of support and resources.

In each data collection mode, we will assess how we should differentiate the tool so that it has appropriate information and appropriately displayed resources based on TPACK or readiness levels.

__** Survey questions **__

1. What grade(s) do you currently teach? Check all that apply, or if there is overlap. Intermediate (3-5) Middle School (6-8) High School (9-12) ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]What grade(s) do you currently teach? Check all that apply, or if there is overlap. Primary (k-2)

2. How would you describe your current level of technology integration into your classroom (choose any descriptors that comes closest to what you do). I use instructional technology - Interactive white board, projector, or online courseware I use technology as a means for my students to submit work - such as word processing, online submission of assignments I use technology in my classroom as an extra, or add-on, such as centers, free time, or for rewards Once in awhile I incorporate technology into a lesson where students get to create with it or use web tools I often allow students to use the internet for research I integrate technology daily, and my students have an "academic" web presence (blogs, wikis, websites, etc). ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]How would you describe your current level of technology integration into your classroom (choose any descriptors that comes closest to what you do). I do not currently integrate technology into my classroom learning

3. My classroom technology access includes: (check all that apply) A device for each student (desktops, laptops, iPads, etc) An interactive white board Access to a computer lab ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]My classroom technology access includes: (check all that apply) Fairly dependable internet access

4. What are your needs for Digital Citizenship curriculum? I have a good curriculum and I use it with consistency I don't have materials for this I don't understand all that this encompasses ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]What are your needs for Digital Citizenship curriculum? I have a good curriculum, but I haven't used it

5. What are your needs in Digital Literacies? I incorporate these into my teaching on a regular basis I know what they are, but I don't know how to teach them ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]What are your needs in Digital Literacies? I don't know what digital literacies are

6. What are your needs with using media platforms (blogs, wikis, websites) for student work? I know what they are but I don't know how to use them with students I use some of these with students, but need to know more I use these with students consistently ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]What are your needs with using media platforms (blogs, wikis, websites) for student work? I don't know what media platforms are

7. What are your needs with web 2.0 tools? I use them sometimes, but need to know more about them I use web 2.0 tools consistently to let students explore, create, and explain ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]What are your needs with web 2.0 tools? I don't know what these are

8. What are your needs with basic media tools like video and podcasting? I show students video and let them listen to podcasts, but they don't create these things I have had students create video and/or podcasts a little, but I need to know more I consistently use video and podcasting as a means for students to explore, create, and explain ||
 * [[image:http://barbtracie.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50"]]What are your needs with basic media tools like video and podcasting? I don't know how to use these

__**INTERVIEW QUESTIONS**__ 1. How often would you say that you allow, encourage, or require students to use word processing, blogging or social media, or presentation software for reports or displays? 2. What kinds of equipment/software are available to you to carry out effective technology integration? (Computers, laptops, iPads, multimedia equipment and telecommunications stations) 3. How well do you think you understand the curriculum in terms of knowing where applications of technology are appropriate to achieving goals and objectives? (explain) 4. Do you feel there are some minimum expectations or guidelines within the curriculum and New Standards, and from the district regarding achievement of technology skills for students from k-12? If so, what is your understanding of these expectations? 5. How do you choose the technologies appropriate to your students’ activity and need? 6. In what ways do you use online access to tools and information resources from within the school and from home or other outside settings to inform and plan your instruction? (explain) 7. Are you aware of or do you take part in the sharing of successful practices (with or without technology) between and among teachers? (explain) 8. Do you design assignments for students based on assumptions of technology use? 9. Do the ways in which you use technology represent an improvement over previous methods of carrying out learning activities, or represent a learning activity which could not previously be done? (explain) 10.Are there staff development opportunities to improve skills in technology integration? Are they available for all teachers relevant to subject areas?

__**OBSERVATION TOOL:**__

__**Works Cited:**__

Chai, C. S., Ng, E. M., Li, W., Hong, H., & Koh, J. H. (2013). Validating and modeling technologicalpedagogicalcontent knowledge framework among Asian preservice teachers. //Australasian Journal of Educational Technology//, //29//(1), 41-53. //Crosswalk the common core & educational technology standards//. (n.d.). Retrieved from []

Earle, R. (2002). //The integration of instructional technology into public education:// //Promises and challenges//. (Vol. 42, pp. 5-13). ET Magazine. Retrieved September 25, 2013 from []

Jimoyiannis, A., Tsiotakis, P., Roussinos, D., & Siorenta, A., Department of Social and EducationalPolicy,University of Peloponnese, Greece (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0. //Australasian Journal of Education Technology//, //29//(2), 248-267.

Mitchell, R. & Laski, E. (2013). Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses. Journal of Technology and Teacher Education, 21(3), 337-353. Chesapeake, VA: SITE. Retrieved September 26, 2013 from [].

Parks, A. (2012). Understanding the central themes of the Common Core Standards and the need todevelopdigital literacy and 21st century skills in today's classrooms. //learning.com//, //12//, 1-8. Retrieved September 26, 2013, from __ [] __

Tallerico, K. (2013). Meet the promise of content standards: the role of technology for teacher andstudent learning. //Learning Forward//, //1//, 1-22.

Tondeur, J., Kershaw, L., Vanderlinde, R., & Braak, J. v. (2013). Getting inside the black box oftechnology integration in education: Teachers' stimulated recall of classroom observations. //Australasian Journal of Educational Technology//, //29//(3), 434-449.