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Integrating Educational Technology Applications: A Model for Partnerships Among P-12 Schools and Districts, Teacher Educators, and Industry
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AACTE 2006 Proposal
I.
Contenta. Statement of the issue: Increasing numbers of schools, colleges, and departments
of education (SCDEs) are adopting commercial, Web-based digital tools. Among the primary reasons for this movement are the abilities of these digital tools to enhance the integration of technology into teacher education programs and to provide more sophisticated and efficient tools for management and analysis of assessment data, which in turn continuous program quality improvement and thus help in generating and managing data for program approval and/or accreditation. Better programs should produce more highly qualified beginning teachers and thus should impact positively on P-12 student learning outcomes. The early marketing focus of many commercially available Web-based tool suites has certainly been toward SCDEs, but many of these available commercial systems also offer digital tools with a clear potential to contribute more directly to improving P-12 student learning outcomes. Additionally, more and more new teachers are entering the work force proficient in this technology. These conditions present an excellent opportunity for collaboration among SCDEs, this industry sector, and school districts/P-12 schools to effectively introduce this technology into P-12 classrooms.
b. Literature review: One of the continuing and constantly evolving challenges of P-
12 classroom teachers is appropriately and effectively integrating technology into the classroom. Likewise, SCDEs are faced with the dynamic challenge of preparing future teachers for this role. Gahala (n.d.) stated that among the difficulties associated with employing educational technology are:
Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. (p. 1)
Just as there is evidence that using technology in education poses challenges, there is evidence that policy makers see a clear potential for collaboration among teacher educators, school districts/P-12 schools, and industry to help overcome those challenges. The International Society for Technology in Education (ISTE) Educational Technology Standards and Performance Indicators for All Teachers include “use technology resources to engage in ongoing professional development . . . use technology to communicate and collaborate . . . [and] apply technology resources in assessing student learning . . . ” (p.2.). The U.S. Department of Education (DOE) (2004) included among its recommendations to strengthen leadership, “Develop partnerships between schools, higher education and the community [and] Encourage creative technology partnerships with the business community” (p. 12).
c. Contribution: Little that happens in the world of teacher education, including the
proliferation of commercial, Web-based technology being used by SCDEs, has true value unless it ultimately has some level of positive impact on P-12 student learning outcomes. Many of the commercially available systems include tools with the potential to impact directly or indirectly on those outcomes. Examples
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AACTE 2006 Proposal
I.
Content
a. Statement of the issue: Increasing numbers of schools, colleges, and departments
of education (SCDEs) are adopting commercial, Web-based digital tools. Among
the primary reasons for this movement are the abilities of these digital tools to
enhance the integration of technology into teacher education programs and to
provide more sophisticated and efficient tools for management and analysis of
assessment data, which in turn continuous program quality improvement and thus
help in generating and managing data for program approval and/or accreditation.
Better programs should produce more highly qualified beginning teachers and
thus should impact positively on P-12 student learning outcomes. The early
marketing focus of many commercially available Web-based tool suites has
certainly been toward SCDEs, but many of these available commercial systems
also offer digital tools with a clear potential to contribute more directly to
improving P-12 student learning outcomes. Additionally, more and more new
teachers are entering the work force proficient in this technology. These
conditions present an excellent opportunity for collaboration among SCDEs, this
industry sector, and school districts/P-12 schools to effectively introduce this
technology into P-12 classrooms.
b. Literature review: One of the continuing and constantly evolving challenges of P-
12 classroom teachers is appropriately and effectively integrating technology into
the classroom. Likewise, SCDEs are faced with the dynamic challenge of
preparing future teachers for this role. Gahala (n.d.) stated that among the
difficulties associated with employing educational technology are:
Hardware and software often pose problems for teachers in the classroom,
and just-in-time technical support may be unavailable. Teachers may lack
the time and the motivation to learn technology skills. Professional
development activities may not provide ongoing, hands-on training for
teachers or practical strategies for implementing technology into lesson
plans. (p. 1)
Just as there is evidence that using technology in education poses challenges,
there is evidence that policy makers see a clear potential for collaboration among
teacher educators, school districts/P-12 schools, and industry to help overcome
those challenges. The International Society for Technology in Education (ISTE)
Educational Technology Standards and Performance Indicators for All Teachers
include “use technology resources to engage in ongoing professional development
. . . use technology to communicate and collaborate . . . [and] apply technology
resources in assessing student learning . . . ” (p.2.). The U.S. Department of
Education (DOE) (2004) included among its recommendations to strengthen
leadership, “Develop partnerships between schools, higher education and the
community [and] Encourage creative technology partnerships with the business
community” (p. 12).
c. Contribution: Little that happens in the world of teacher education, including the
proliferation of commercial, Web-based technology being used by SCDEs, has
true value unless it ultimately has some level of positive impact on P-12 student
learning outcomes. Many of the commercially available systems include tools
with the potential to impact directly or indirectly on those outcomes. Examples
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