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Running Head: Integrating Technology

Integrating Technology through Teacher Training

Renée M. Crumley

University of West Georgia

Integrating Technology 2

Introduction

Teachers in the late 1980’s had very few computers in the building where

they taught. Those computers were used primarily for word processing or some

rudimentary drill and practice games. There were no classes that taught or used

computer technology as part of my pre-service training. The Library –Media

Master’s degree at Georgia College and State University did include one class

using the Apple Works program which included word processing, spread sheet, and

mail merge applications. At the time, there were no Apple computers in my school

and most of those lessons were quickly forgotten.

By the mid 1990’s, more personal computers were being placed in teacher

classroom. There was one Internet connected computer in the media center that

was for use by all students and staff. When Governor Zell Miller of Georgia began

to promote the implementation and use of computer technology, my school began

to “retro-fit” our fifty year old building. Some basic computer classes were offered

at learning centers, but the learning centers were too far from schools to be easily

accessible. There was no building level support. These factors made it difficult

for many teachers to implement the instructional technology that was beginning to

emerge. (Raudis, 2010)


Today, with the constant emergence of new technologies, both colleges of

education and school systems are providing training and support for pre-service

teachers and veteran teachers. This review of some of the programs that have

been implemented will highlight three types of trainings. The first section will be

devoted to teacher training in schools of education. The second section will

highlight systems that have used mentoring and partnerships with colleges for

trainings. The third section will focus on in-service, professional development

opportunities that have been used. From these three areas of training, best practices

of technology integration will be discussed.

Pre-Service Training

By the beginning of the 21st century, many colleges of education had come

to realize that part of the training for pre-service teachers should include how they

will integrate technology as classroom teachers. The schools of education would

need to move beyond using technology to teaching students how to effectively use

technology in their own teaching practices. Teachers would now need to be

trained on how to move from a teacher center methodology to student centered

learning where the classroom teacher becomes more of a facilitator than a teacher.

(Banister, 2006) Technology would be taught alongside of the methodology and

content.


During the course of a teacher training program student s are exposed to a

wide variety of electronic resources. They are also taught to “consider how the

content and skills objectives” can be met using these various resources. It was

imperative that faculty members align their courses in order to fulfill the needs of

the content areas and the technology integration component. Professors needed to

have an on-going assessment of the materials and technologies used.

Collaboration is key to the process in order to develop course activities and

assignments. Also important to the process in many schools has become the need

for a full time faculty member to support technology integration because of the

continuous emergence of new technologies. (Jones, 2005)

Susan Watts-Taffe and her colleagues at the University of Minnesota state

that “literacy, technology and literacy instruction are quickly converging” (Watts-

Taffe, p. 130). Students in the program were trained to have a heightened

awareness of instructional web sites and software. They were numerous

opportunities to communicate among classmates with web resources such as

WebCT. Finally, they were trained to have an awareness of issues that go with

student use of the Internet including acceptable use policies. Pre-service teachers

the increased use of technology integration during the teacher preparation program.

Three teachers were followed through the first year of teaching in order to

determine the success of their trainings. They were selected primarily based on the


level of success form the courses and willingness and comfort levels when using

technology. The teachers reported a variety of age appropriate activities using

technologies for a variety of purposes with elementary age students. These

teachers sought on-going support from mentor teachers and other professional

development opportunities. They reported that their students were more engage in

the learning process. The teachers collaborated with teachers in their buildings and

sought support as needed. It was reported that the pre-service familiarity with

technology made it easier to use and they were comfortable trying new

opportunities that built upon prior knowledge (Watts-Taffe).

Diane Marks found that in her study many teachers continue to teach with

methods used when they were students. In other words, they teach the way that

they were taught. By studying and surveying pre-service teachers, courses were

developed at Appalachian State University to help teachers learn how to teach the

digital native students that are in school today. Marks recognizes that students get

information differently than their teachers did. Surprisingly, Marks found that pre-

service teachers do use cell phones and computers primarily for email and Internet

browsing, but did not use other electronic devices in order to produce artifacts

from their learning (Marks, 2009).

Course work was developed that combined literacy, media literacy and

instructional literacy. The students reported that their increased knowledge and


abilities help them to increase technology integrati9on tin their teaching. The

students were given several opportunities to practice and they grew in

understanding of how effective technology integration can impact student learning.

The students began to move from highly structured lessons to more student

centered lessons. The students reported that their training had given them more

confidence to integrate technology as they move to the classroom. They

discovered ways that technology can effectively meet the needs of today’s students

(Marks, 2009).

Two studies, Ed-U-Tech at the University of Minnesota and the Master

Technology Teacher (MTT) at The University of Alabama, followed teachers from

pre-service, to student teaching, and to the classroom. Both of these studies cited

the importance of collaboration among pre-service teachers, veteran

teacher/mentors, and university faculty. While the university faculties developed

course work with supported technology integration in the classroom, it was

important for the student teachers to practice under the guidance of experienced

teachers (Dexter, 2006 and Wright, 2007). All groups reported that much was

learned through the collaboration process, continuous evaluation of methods, and

on-going support for the process. All of the groups reported that more activities

using technology were incorporated into lessons and that students were more


engaged as the lessons moved more towards student centered learning (Dexter,

2006, and Wright, 2007).

Mentoring Veteran Teachers

The Microsoft Peer Coaching program (MPC) was implemented in selected

Florida schools. It was determined that “enhancing teachers’ use of technology

requires the type of job-embedded support that peer coaching offers” Barron,

2009). The initial study involved about 150 teachers and library-media specialists.

There were 30 coaches in four different school districts in Washington State. The

Florida program had several participating districts with 12 practicing teachers as

coaches who mentored at least one other teacher. Each of the peer coaches also

received ongoing support from district level facilitator who was not currently

teaching in a classroom. Most of the coaches reported that much of their

knowledge about technology integration was self taught. Very few reported that

technology integration had been a part of their teacher preparation program. Most

of the coaches were classroom teachers and could integrate technology on a daily

basis. Those participants in the follow up study reported that the program was

successful and that materials help teachers to find ways to integrate the technology

into lessons. However, several “coaches did not perceive that computers changed

the role of the classroom teacher” (Barron, p.98), and many of the coaches felt that

staff development workshops would be more effective. The coaches and


participating teachers did report an increased use of technology integration in the

classroom and many of the teachers agreed to become peer coaches in subsequent

years. Barron and her associates also stated that on-going research was needed to

study the effects of this on student achievement and teacher lesson planning and

delivery (Barron, 2009).

Teachers that were surveyed about technology integration in their

classrooms reported that the teacher’s skill with technology, manageability of the

resource, content knowledge, and on-going support were the primary elements for

effective integration of technology into the content areas. It was expressed in

Chan-Lin’s study that the existing learning community was the most effective

delivery model. Peer teachers in collaboration with each other promoted the uses

of technology more frequently. By sharing beliefs and successes with their peers,

more teachers are likely to incorporate technology into their lessons. It was also

noted that the teachers need to find ways to “nurture the long-term development of

technology literacy” among the staff and the students they teach (Chan-Lin, 2007).

On-going support and encouragement will provide one of the necessary

elements needed to support veteran teachers who received little or no

computer/technology training as part of their college program. Collaboration

projects between graduate students and in-service teachers are another way to

provide mentoring to veteran teachers as new technologies emerge. Teachers can


be seen using technology, but using it as the focus of a teacher centered lesson. In

order to move towards a more student centered teaching method, a Midwestern

college program mentored teachers in a rural school setting. The goal was to more

effectively use the available technology so that teachers would redesign lesson

around technology, learn how to teach with a small number of computers, and have

the classroom become more student centered (Franklin, 2001). The mentoring

between the college students and the teachers proved to be a cost effective means

of training teachers. Most of the teachers reported that they would continue the

process and begin to mentor others in their building.

Other studies in California and Indiana mirrored these findings (Hernández-

Ramos, 2009 and Capobianco). Mentors were provided by respective universities

to integrate into social science and science lessons. Teachers who were in the

intervention groups reported more satisfaction with their lessons and better student

outcomes. All intervention participants also reported personal growth in the

understanding of how to effectively use technology in content areas.

In-Service Training for Veteran Teachers

Because many teachers who teach today received not technology training as

part of their teacher preparation programs, districts have been faced with the need

to provide professional development courses and workshops as technologies


emerge. Teachers are required to use computers to teach lessons, take attendance,

and communicate with administrators, parents and students electronically. Many

of these teachers are using the technology to teach ion the same way they were

taught. Instead of writing and lecturing from a chalk board, they stand and lecture

from a computer that is connected to an LCD projector. This is using the same

methods with a different type of equipment. In order for teachers to integrate

technology into their lessons and provide more student centered lessons, school

districts have provided professional development courses to address this need.

The 21st Century classroom can include an interactive white board, laptops,

LCD projectors, student response devices, and digital cameras. Many schools have

every classroom connected to the Internet with supplemental stationary labs and

portable laptop carts. Effective use of these technologies requires acceptance on

the part of teachers, training for the use of technology, encouragement and support

from administrators, and collaboration among teachers and support personnel.

Opportunities for practice and observation of successful lessons are other key

elements.

Jonathan Brinkerhoff’s study with teachers by the University of New

Mexico showed the effects of long-term training and support on technology

integration practices. His study confirmed that although teachers’ knowledge and

use increased, many teachers continued to revert to “old” practices. He concluded


that a yearlong program was not enough and that teachers should be provided with

extended more opportunities for training and practice. Staff developments should

be meaningful to the teachers’ interests and content area of teaching rather than

generalized for all content areas. Teachers who participate in these staff

developments should be required to “present” their lessons to their classes and

report on the effectiveness of that lesson. The student products and outcomes need

to be shared among the participants (Brinkerhoff, 2006).

A study at the University of North Carolina-Greensboro used technology

integration as a means of developing student-centered instructional practices. This

course was developed because research found that despite the presence of

technology in many classrooms, teacher continued to revert to their existing

practices. Many teachers do not fully understand how the technology can be used

to effectively teach the curriculum. Researchers assert that “changes in the content,

roles, and organizational climate” are necessary for a “shift from traditional to

constructivist instructional practices” (Matzen, p.418). The study concluded that

teachers who routinely practiced constructivist teaching were more likely to

integrate the technology into their lessons. Again, the study indicated that more

long-term studies and trainings were needed to encourage teaching methods.

A professional development program that partnered The University of Texas

at Brownsville with The West-Orange Cove Consolidated Independent School


District provided face to face instruction and on-line training. The program

involved three phases which included foundation and training, integration training,

and implementation of programs. Various instruments were used throughout the

program to collect data. The researchers, Rene and Maria Corbelli, concluded that

the program was successful primarily because it was research based. They also

identified certain characteristics that are common to effective professional

development courses. These successful programs included integration of district

improvement goals, a coherent long-term plan, were designed around teacher –

identified needs, and provided a firm in subject content and methods of teaching

(Corbelli, 2007).

Conclusions

Because the technology allows students to learn in new ways it has become

necessary for teachers to begin to effectively integrate technology in many of their

lessons. Teachers must find ways of overcoming fear, an oft cited reason in the

readings, of the new methods which move instruction from the traditional teacher

centered model to a learner centered model. It was reported in several of the

discussions that students preferred to direct their own studies and work in groups

and that learning outcomes were better. Teachers are being required to recognize

the many learning styles of students and to teach lessons that accommodate those

styles. Students use various forms of technology in their personal lives which


include personal computers, cell phones and digital cameras. Students use the

Internet as their first source of information because it is easier, quicker, and more

available than print resources.

As teachers become more knowledgeable and comfortable with the

technology, they tend to integrate more technology into their lessons. Models for

learner centered pedagogy are beginning to be incorporated into teacher

preparation programs. School systems are beginning to understand that directives

that mandate using a particular type of equipment will mean that technology will

be integrated into classroom instruction in meaningful ways and on-going support

for the teachers will need to be provided. Collaboration is also reported as an

important element for teachers to integrate technology and support learning for all

students.

Teachers have a lot to learn from the digital natives they are now teaching.

Being flexible and open to new ways of teaching and learning will provide the

means of educating the students of the 21st century.

References

Barron, A., Dawson, K., & Yendol-Hoppey, D. (2009). Peer coaching and technology integration: an evaluation of the Microsoft peer coaching program. Mentoring & Tutoring: Partnership in Learning, 17(1), 83-102. doi:10.1080/13611260802658561.

Brinkerhoff, J. (2006). Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of Research on Technology in Education, 39(1), 22-43. Retrieved from Academic Search Complete database.


Corbeil, J. and M Valdes-Corbeil. "Globalizing professional development: the evaluation of collaborative computer-mediated professional development program." issues in Information Systems. VIII.2 (2007): 76-82. Print.

Dexter, S., Doering, A. & Riedel, E. (2006). Content Area Specific Technology Integration: A Model For Educating Teachers. Journal of Technology and Teacher Education, 14(2), 325-345. Retrieved March 22, 2010, from Research Library. (Document ID: 1017922091).

Franklin, T., Turner, S., Kariuki, M., & Duran, M. (2001). Mentoring overcomes barriers to technology integration. Journal of Computing in Education, 18(1), 26-31.

Hernández-Ramos, P., & De La Paz, S. (2009). Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience. Journal of Research on Technology in Education, 42(2), 151-173. Retrieved from Academic Search Complete database.

Jones, R., Cunningham, A, & Stewart, L. (2005). A Collaborative model for influencing the technology integration behaviors and dispositions of preservice social studies teachers. The Journal of Computing in Teacher Education, 21(4), 77-83.

Keengwe, J., Onchwari, G. & Onchwari, J. (2009). Technology and Student Learning: Towards a Learner-Centered Teaching Model. AACE Journal. 17 (1), pp. 11-22. Chesapeake, VA: AACE. Retrieved from EdItLib March 22, 2010.

Labbo, L., Place, K., & Soares, L.. (2010). Fresh Perspectives on New Literacies and Technology Integration. Voices From the Middle, 17(3), 9-18. Retrieved March 16, 2010, from ProQuest Education Journals. (Document ID: 1968705661).

Lawless, K., & Pellegrino, J.. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 575-614. Retrieved March 16, 2010, from ProQuest Education Journals. (Document ID: 1394889311).

Marks, D. (2009). Literacy, Instruction, and Technology: Meeting Millennials on Their Own Turf. AACE Journal. 17 (4), pp. 363- 377. Chesapeake, VA: AACE.

Matzen, N. & Edmunds, J. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education, 39(4), 417-430. Retrieved March 22, 2010, from Research Library. (Document ID: 1287263701).

Mouza, C. (2005). Using Technology to Enhance Early Childhood Learning: The 100 Days of School project. Educational Research & Evaluation, 11(6), 513-528. doi:10.1080/13803610500254808.

Raudis, L. "Are Georgia Schools Making the Most of Technology." PAGEONE March/April 2010: 4-15. Print.

Regan, B. "Why We Need to Teach 21st Century Skills: and How to Do It." MulitMedia & Internet @ Schools July/August 2008: 10-13. Print.


Banister, S. & Vannatta, R. (2006). Beginning with a Baseline: Insuring Productive Technology Integration in Teacher Education. Journal of Technology and Teacher Education, 14(1), 209-235. Retrieved March 22, 2010, from ProQuest Education Journals. (Document ID: 994289441).

Watts-Taffe, S., Gwinn, C., Johnson, J., & Horn, M. (2003). Preparing preservice teachers to integrate technology with the elementary literacy program. The Reading Teacher, 57(2), 130-138.

Wright, V., & Wilson, E.. (2007). A partnership of educators to promote technology integration: designing a master technology teacher program. Education, 128(1), 80-86. Retrieved March 22, 2010, from ProQuest Education Journals. (Document ID: 1451352921).

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