Jana M Willis Michelle Giles

Competence and Confidence: Keys to Preparing Teachers to

Meet the Challenges of Tomorrow’s Technologies

Jana M Willis Michelle Giles

The Question

What are the competence and confidence levels of preservice teacher candidates in the use of the various tools used in a technology integration course.

The Premise

During training teacher candidates, need to gain both competence and confidence in their own abilities related to a variety of technologies.

The Study

• Offering opportunities for exploration of new technologies can build confidence and motivate candidates to initiate technology use in the future.

• This presentation explores the pre-survey competence and confidence levels of preservice teachers.

The Background

During an educational technology class, preservice teacher candidates were required to use selected online tools as part of class assignments and for a final group project.

In the beginning…– Curriculum Library Closed– PT3 Grant – EE Demonstration– Adopted Project Learning Tree– Integrated Technology– Adopted Project Wild– Re-Adopted Project Learning Tree

The Unit Model

• 5E Lesson Plan• TPACK Model–Technology–Pedagogy–Content

Facilitate and Inspire Student Learning and Creativity

Series1

0.02

0.10.15

0.45

0.28

I am able to promote, support, and model creative and innovative thinking and inventiveness.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Facilitate and Inspire Student Learning and Creativity

Series1

5%10%

24%

42%

19%

I can promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking,

planning, and creative processes.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Facilitate and Inspire Student Learning and Creativity

Series1

3%

10%

18%

43%

28%

I can model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and

virtual environments.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Design and Develop Digital Age Learning Experiences and Assessments

Series1

9%12%

24%

37%

17%

I can customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abil-

ities using digital tools and resources.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Model Digital Age Work and Learning

Series1

4%

12%15%

43%

27%

I can collaborate with students, peers, parents, and community members using digital tools and resources to support student success

and innovation.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Model Digital Age Work and Learning

Series1

2%

14% 12%

47%

24%

I can communicate relevant information and ideas effectively to stu-dents, parents, and peers using a variety of digital age media and

formats.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Promote and Model Digital Citizenship and Responsibility

Series1

1%

14% 12%

45%

28%

I can promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Engage in Professional Growth and Leadership

Series1

4%

12%

20%

46%

18%

I can evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and

emerging digital tools and resources in support of student learning.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

1%4%

17%

40% 38%

Using technology in classroom activities.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

3%

10%

34% 33%

20%

Writing lesson plans which incorporate the use of technology.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

1%5%

19%

45%

30%

Using electronic discussion groups.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

1% 1%

13%

47%

38%

Using web materials as resources for classroom activities.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

2%

8%

26%

38%

26%

Making assignments which require students to use technology.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

2%

8%

29%

37%

25%

Use technology to teach higher order thinking skills.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

4%

10%

35%31%

19%

Incorporating the TEKS for Technology Applications into lesson plans.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Comfort Levels

Series1

1% 1%

11%

41%46%

Teaching basic computer skills.

Not CompetentSomewhat CompetentUncertainCompetentVery Competent

Self-Evaluation

• David Dunning, Ph.D. at Cornell has found that the least competent performers inflate their abilities the most; that the reason for the over inflation seems to be ignorance, not arrogance; and that chronic self-beliefs, however inaccurate, underlie both people's over and underestimations of how well they're doing.

Self-Evaluation

• In a subjective area like intelligence people tend to perceive their competence in self-serving ways.

• People don't like giving negative feedback.

• Inflating one's sense of self creates positive emotions and feelings of self-efficacy, but the downside is that people don't really like self-enhancers very much“ (Heine, 1999).

Getting to the Truth.

• How to frame competence and confidence self-evaluation to obtain an accurate measures.

• Overconfidence produces underachievement: Inaccurate self evaluations could undermine students’ learning and retention

Questionswillis@uhcl.edugiles@uhcl.edu