View
215
Download
0
Category
Preview:
Citation preview
Developing Educative Assessments in a Teacher Preparation Program
Purpose: To develop an assessment system that provides a vehicle for collaborative work to make program improvements that will result in program-wide assessment practices
Design Team Members Steven Koziol
TE Chair Sharon Schwille
Assistant to TE Chair Randi Stanulis
Team 1 Co-leader Jay Featherstone
Team 1 Co-leader Peggy Champarde
Team 1 Coordinator
Cheryl Rosaen Team 2 Leader
Philippa Webb Team 2 Coordinator
Sandy Wilcox Team 3 Leader
Peggy Giblin Team 3 Coordinator
Gail Richmond Team 4 Leader
Rick Banghart Technology
Design Team Graduate Assistants
Sharon Hobson Mary Kay Johnson
Vijaya Rajagopalan
Julia Reynolds
Proposed Work for 2002-2003
Study and Appraise Existing Portfolio Systems
Study and Appraise Alternative Assessment Approaches
Identify Authentic Assessment Practices that Exist in our Current Program
Explore Potential Linkages with the Teachers for a New Era Project (Carnegie Corporation Grant)
Five Significant Areas of Exploration
O n lin e Su rvey Selected In terviews
C ou rse B asedTech n o log yIn teg ra tion
Selected In terviews
C ou rse B asedA ssessm en t
P rac tices
PassPort
O rg an iza tion a lA ssessm en t
S ys tem
Colleg e of EdTech n olog y
Teach ers for aNew E ra P roject
In it ia tedC o llab ora tion s
Harris Software I.V.A.N .
V id eoC ase-B asedTech n o log y
PassPort
PassPort Model - The Technology Consortium for Teacher Education (TCTE). Initiated by the Louisiana Challenge 1997. Consisted of group of representatives
appointed by deans from all nineteen universities, who worked collaboratively to create an organizational system.
PassPort cont. An excellent example of how to organize
and house assessment efforts across the College.
Our model will organize and house assessment efforts across the College and be accessible to administrators, faculty members, instructors, and students.
I.V.A.N.
Interactive Video Analysis Neighborhood.
Although not a product of this Design Team, this program is being developed in response to needs identified in the College of Education.
Our group plans to use the software to develop video cases for TE courses.
I.V.A.N. cont.
Will investigate the feasibility of interns using the program to develop their own video cases for assessment purposes.
Charlie Ruggerio is working with Laurence Bates to design the software, using iShell. It is a tool that would be available to instructors to store, edit, and build video clip sequences from digital video for classroom retrieval and use.
Technology Survey
Designed to gain insight about how TE instructors across the four teams self-assessed their use of technology in their university classrooms, their offices, and their home: What technology did they use? How did they use it? How proficient were they in their usage?
Interviews
Interviews were conducted with 3-4 instructors from each team to learn: More about technology
Usage Access How technology supports teaching and
learning Challenges that hinder usage
About Assessment Practices
Collaborations Initiated
With the Office of Technology
With the Teachers for a New Era Project
Recommendations
Adapt and pilot PassPort model Develop and pilot video cases How can these efforts become
part of established and funded workgroups in College: Office of Technology Teachers for a New Era Project
Technology Usage Survey
For Teacher Education Course Instructors at MSU
2002-2003
Step 1: Demographic information is collected.
Step 2: The survey on technology use in the TE course will be answered for the course selected on this page.
Step 3: Selecting all the technologies used in teaching the particular course. In this case TE 401.
Step 4: Information on the use of technology, where it is used, application used, period used for, proficiency level.
Step 5: Information on technology not used is collected. All the technologies not listed in the 3rd step appear on this page.
Step 6: All the required technology information on the course selected in 2nd step is obtained. At this point, the survey can be exited or can be continued for another course listed in the first step.
Interview Summary
Interview Selection Criteria Factors considered
On-line Technology Survey Submitted indicating amount of technology used and how it was used;
Teaches 301, 40X, 80X 3-4 representatives of each TE team Gender University role/position Experience teaching the course Subject matter
Interviewed 13 instructors
Gender Distribution by Team
0
0.5
1
1.5
2
2.5
3
Team 1 Team 2 Team 3 Team 4
MaleFemale
University Role/Position by Team
0
0.5
1
1.5
2
2.5
3
Team 1 Team 2 Team 3 Team 4
Graduate Fixed TrmFaculty
Subject Matter by Team
00.20.40.60.8
11.21.41.61.8
2
Team 1 Team 2 Team 3 Team 4
LiteracyMath Soc. St.Science
Framework for Analysis of Technology Uses
Bruce and Levin (1997) refer to technologies as "media" to place an emphasis on the learner, on learning processes, and the capacity of technology to connect learners to other people, other technologies and the world. Drawing upon Dewey's (1943) ideas about how humans naturally learn and grow, they developed a taxonomy that categorized technologies as media for inquiry, communication, construction and expression. (Rosaen & Hobson, 2003)
Most Common Uses of Technology
Media for Inquiry, which includes Theory Building (using technology as a
media for thinking Data Access (using technology to
connect to the world of texts, video, data
Data Collection (using technology to extend the senses)
Data Analysis
Most Common Uses of Technology
Media for Communication, which includes Document Preparation Communication (with other students,
teachers, experts in various fields, and people around the world)
Collaborative Media Teaching Media
What’s Missing? There were no reports of using
technology as a media for construction (using control systems like robotics, CAD)
There were no reports of using technology as a media for expression (using drawing and painting programs, music composing and editing programs, etc.)
Media for Inquiry
Instructors report that they use databases, including search engines, and the internet as resources and research tools.
Many instructors used the term “database” and “spreadsheet” interchangeably.
Reported Uses
Databases Calculate grades Construct feedback
forms Data analysis Store information
Spreadsheets Store class
information and records, books and resources
Store and calculate grades
Investigation of number patterns related to algebra and number relationships or data analysis
Media for Communication: Enhanced Productivity
Word Processing“It’s a blessing. I use it for everything!” (#6)
Instructors report that they use WP to develop most course materials.
Instructors expect students to word process formal assignments.
Students make text file in conjunction with case-based video studies (#1)
Editing, “track changes”, features are popular Used to take notes in class, move those notes to
Blackboard, so notes are available to everyone. (#5)
Scanners
Instructors create pdf files of students’ work
Pdf files allow students to access documents without spending money.
Students scan artifacts and add written commentary on their field experiences. (#7)
Presentation Equipment and Software
PowerPoint (PP) Instructionally
integrated to help students see ways to engage peers as well as providing content information. (#2)
Used for presentations of research. (#8)
Students use for presentations in class. (#10, 13)
LCD Projector Used for
presentation of content information and websites (#11)
Used to project video of teaching clips (#13)
Students are able to work on presentation skills. (#12)
Electronic Mail
“I require students to e-mail and many of them use their computers to download and send me papers.” (#2)
Use for reminders, sharing links, documentation, updates for absent students. (#1)
Provides ready access to instructor and each other. (#7)
Students e-mail to certify they have met e-mail requirement (signature file and attachment). (#4)
“I am in closer connection with my students individually with the electronic communication than I was when I didn’t have that.” (#5)
Give feedback to students on assignments. (#11)
Blackboard Posts all class documents to site
including syllabus, announcements, grades and student goals. (#2)
Uses for e-mail between teacher and student; student and student; post discussion comments for reflection assignments. (#2)
Uses for managing course materials (#5)
Conditions that Impact Technology Use
Access to Technology Classroom Allocation Equipment and/or Software
Course Work Priorities Professional Development Time and Technical Support Student Competency
Access and Usage: The Proximity Rule
“ The closer a resource can be located to the person who must use it, the more likely that person is to use it.”
(Waugh & Handler, p. 162)
Access and Use
0
1
2
3
4
5
6
7
NoTech
Tech
TA
FixedTrmFaculty
Teacher Candidates’ access to technology varies greatly according to the position of their instructor, mainly due to classroom allocation.
Examples of Technology Problems for Faculty
Members #5:
“I was once assigned a room without internet access and finagled and the room was changed. I couldn’t function without it.”
#8“I had a SLATE connection in my office until I moved. I have not asked the technician to connect it yet, but I will probably have it connected again because it is really convenient.”
One Example of a second-year Graduate Student
No access to technology in classroom.
“My classroom in the Auditorium building was as small as this one (116B) with 24 students. When an overhead was used, I had to give up seats for 4 students.”
“ I ordered the TV/VCR last semester from the Media center. It was sent to the wrong room, so I had to find the secretary to unlock the wrong room, and get the TV out. I did not have a great experience with the media department.”
“I reserved 130 for technology teaching, and found that not all the computers worked, so several students had to go to 133. So I had to go back and forth to support both groups.”
What’s the problem? Just order from the media
center! #4 (TA)“ I ordered the TV/VCR
last semester from the Media center. It was sent to the wrong room, so I had to find the secretary to unlock the wrong room, get the TV out. I did not have a great experience with the media department.”
#2 (TA)
“When the portable was brought into class and set up by the tech assistant, they put it on black screen, but didn’t show me how to get it off before they left.”
So, reserve the computer lab! #6 (Fixed Term) “Also, when
requesting a lab, you have to assume that you are going to be at that spot in your lesson plans to use it on that day, and you may not be. You’re sunk if you are at a different place in your plans.”
#4 (TA) “I reserved 130 for
technology teaching, and found that not all the computers worked, so several students had to go to 133. So I had to go back and forth to support both groups.”
“Lack of resources is challenging” (#13)
Many instructors (11/13) reported the lack of access to technology as impacting them personally, but did not talk specifically of the impact on teacher candidates.
What is the impact on students?
Technology is not integrated into normal classroom activities.
Authentic uses are not able to be modeled.
“TE students are lacking basic technological knowledge.” (#10)
Implications Students who have faculty instructors have
greater access to technology than those who have TAs, due to room allocation.
Software is available to faculty members based on funding sources. TAs have no funding source. 2 of the 3 faculty members referred to software that they routinely use for web page construction and with their students that is not readily available to TAs.
Course Work Priorities Many instructors incorporate
computer-based activities aimed primarily at teaching teacher candidates how to use technology.
Some feel that technology requirements drive curriculum in some courses.
Some question if teaching technology takes time away from teaching content.
Professional Development Instructors report that they want to
learn more about Using the LCD projector; Webpage Development; Using the “track changes” features of
editing; PowerPoint software; Discussion Forums; and Blackboard.
Time and Technical Support
“I need time and access to support targeted to my needs.”
(#5)
In Summary The interviewees were open to being
interviewed about their technology usage, access and the challenges that they face.
They are looking for ways to integrate more technology into their classrooms and are asking for more technology-ready classrooms in which to teach the next generation of teachers.
References Bruce, B. C. & Levin, J. (1997). Educational technology: Media for inquiry,
communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79 - 102.
Dewey, J. (1938). Experience and education. New York: Macmillan Publishing Company.
Rosaen, C. & Hobson, S. (2003) Infusing Technology in Teacher Education: How Does Learning Guide Design? Forthcoming
Waugh, M, & Handler, M. (1997). Preparing Teachers to Teach with Technology: The Costs and Benefits of Developing an Electronic Community of Learners. In K. Westbrook(Ed.), Technology and the Educational Workplace: Understanding Fiscal Impacts, Eighteenth Annual Yearbook of the American Education Finance Association, (pp.150-174). Thousand Oaks, CA: Corwin Press, Inc.
Recommended