NECC 2002 1

Enticing Teachers & Faculty to Use Technology

What Really Works?

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By Dolores Brzycki

Indiana University of Pennsylvania

SSHE in Western Pennsylvania

IUP

CUP

Harrisburg(SSHE)

Harrisburg

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Goals of Examples PT3– infuse technology into specific programs

and across teacher preparation curriculum ADEPTT – promote effective uses of technology

in teaching by university and K-12 faculty TLCF – encourage technology in teaching,

participation in Virtual Community, collegial interaction, addressing standards, at 3 districts

Academic Alliance – encourage K12-University interaction and use of technology in teaching

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PT3 Incentives $100 for series of short workshops $200 for revised syllabi $250 for 1-day to 2.5-day workshops $500 for minigrants To be used for technology purchases and

professional development Refreshments or meals at activities Books and materials

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What worked best with PT3? Incentives tied to specific outcomes

Revised syllabi Large incentive or accumulate small

incentives for large purchase Flexible rules and strategies

Offer to any early adopters Respond to new needs

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The Context of Incentives Incentives do not exist in a vacuum. Need

to look at factors that interact with them. Perceived attractiveness/necessity of goals

NCATE review Project based Clearly related to teaching or discipline Captivating descriptions and titles

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Availability of intensive support for new initiatives Co-teach classes Portfolio assistance center Templates and materials Intro courses that prepare the way Publicity and proven track record Individual help

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Flexible goals and strategies Support early adopters even if they are not in the

targeted programs

Time and turf Save faculty time, make life easier, or take limited

amount of time Go where faculty are – to the classroom! Scheduling

The effectiveness of incentives changes Novelty wears off Needs, schedules, people, problems change

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ADEPTT Incentives Advancing the Development of Educators in PA

through Technology Training K-12 teachers, university faculty, teams Workshops, minigrants, conferences $55 stipend or contribution toward sub $600 MS software Up to $5000 minigrants (for technology) Act 48 credit (after became law) Food!

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ADEPTT Results

Minigrants Built K12-university partnerships More likely to reach classroom

Workshops Regulars made progress School-day popular but subs scarce Moderate attendance

Conferences High quality but hard to attract audience

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ADEPTT Context Context of support harder to establish

Crossing institutional lines for K-12 ADEPTT more effective at university if part of

permanent technology center Good teachers responsive when support clear Turf – most K12 activities at universities Time – schedule differences, lack of subs, many

workshops outside school day Big incentives effective with guidelines and

obligation to produce outcome

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www.iup.edu/community/

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TLCF Incentives 2 free grad credits (fulfilling state

requirement) $200 to take short course $200 to continue in the Virtual Community Food and fellowship Additional $500 to lead a

“neighborhood”

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TLCF Results Some incentives did not motivate some

teachers Preferred non-credit training Preferred training during workday

Most responsive teachers tended to be early adopters, secondary and middle, math, science ed, special ed, young, or males

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TLCF Results Improved technology and web skills Greater interaction among course members Useful to communicate with teachers in

own discipline, vent, solve problems, share proven resources

Weak virtual community Time, motivation, professionalism

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TLCF Context Administrators required 1 teacher per district,

grade level, and discipline – too rigid Many not early adopters or not very interested Some saw attendance as a favor

Time and turf - course at IUP + coordinator and tech support visited schools - most sessions after school or on Saturday

Late grant award necessitated redesign

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Academic Alliance Incentives

Alliance for Teaching with Technology Dinner meeting: program and networking Teachers funded by districts

and receive Act 48 Faculty and teacher prep

students funded by grant

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Alliance Results and Context Enthusiastic participants

Program specific to discipline Short and sweet Networking over dinner promotes community

Good attendance Sustainable Classroom? No ongoing support

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Conclusions Large incentives best for large commitment

Small incentives ok for small commitment, adopters Context of incentives equally important

Time: the technology or activity must save time, not require too much time, be convenient

Turf: give support both just-in-time and right-on-site Back up incentives with variety of support Perceived necessity or attractiveness of activity Food and fellowship Professional culture of organization/region Flexible targets of project

Effectiveness of incentive changes over time

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PT3 Workshop Topics – Year 1 Computer carts Excel in Grade 5 Math Gradebooks in Excel Online Textbook

Support Databases in Teaching Campus Network Videoconferencing

Putting Technology in Your Syllabus

Using Netscape Composer

Building WebQuests Using MS Office in

Classroom Teaching

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Later PT3 Workshops Electronic Portfolios Digital Cameras and

Graphics MS Word: Graphics and

WordArt MS Word: Desktop

Publishing Inspiration Web Page Basics –

FrontPage

Searching the Internet Netscape/ FrontPage for

Portfolios Graphics in Portfolios Video for Portfolios Placing Artifacts in

Portfolios Working with Portfolios

on the Campus Network MS Publisher

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ADEPTT Workshop Samples MS Word 1 and 2 MS Excel 1 and 2 MS PowerPoint MS Access 1 and 2 Windows 95/98 Intro to FrontPage Campus Network

Technology Sandbox Spreadsheet Magic

for Teachers Desktop Publishing

with MS Word Creating Class Web

Pages Building WebQuests

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Academic Alliance Topics Putting Technology in Your Classroom Virtual Communities Using Technology in the Fine Arts Using Technology in Language Arts and

Foreign Languages Technology in Early Childhood Education Opportunities for Technology Training