Technology Integration Professional Development in Teacher Education: Three Different Approaches

1. Technology Integration Professional Development in Teacher Education:Three Different Approaches Greg Sherman, Ph.D. Michael Blocher, Ph.D. Paul Alley

2. Technology Integration Professional Development in Teacher Education: Three Different Approaches Background • Goal of PT3@NAU • NAU’s Teacher-Ed Technology Requirements • Increased Technology in Content-Area Standards • Faculty Technology Needs-Assessment • Three Approaches…

3. Technology Integration Professional Development in Teacher Education: Three Different Approaches Three Methods All three methods provided various stipend awards for participating faculty. • Round One – Action Research • Round Two – Project-Based • Round Three – Direct Instruction (PT3 Café)

4. Technology Integration Professional Development in Teacher Education: Three Different Approaches Round One – Action Research • Individualized Approach • Two Faculty Groups: • Needs Caused by Technology • Traditional Needs solved with Technology • Mixed Outcomes: • PBL Enhancement • Instructional Multimedia Development • Building Community Among Learners • Stipend: $1500 upon completion

5. Technology Integration Professional Development in Teacher Education: Three Different Approaches Round One – Action Research • Pro’s: • Individually tailored projects • Helped faculty to advance faculty research agendas • Con’s: • Time consuming for faculty and PT3 staff • Resource intensive

6. Technology Integration Professional Development in Teacher Education: Three Different Approaches Round Two – Project Based • Specific to Undergraduate “Methods” Courses • Distinct Instructional Need Identified by Faculty • Single Project per Instructional Need (i.e. unit, concept, etc.) • Stipend: $1500 upon completion

7. Technology Integration Professional Development in Teacher Education: Three Different Approaches Round Two – Project Based • Pro’s: • Existing coursework enhanced • Con’s: • Faculty lacked specific technology skills to complete projects • Lacking sustainability (in terms of projects developed & faculty skills)

8. Technology Integration Professional Development in Teacher Education: Three Different Approaches Round Three – Direct Instructional Approach • Technology-specific weekly workshops • Holistic approach to enhancing instruction and tech-skills • Menu-driven faculty development sessions (PT3 Café) • Stipend: Menu-driven (Entrée $300, Large Side $200, Small Side $100)

9. Technology Integration Professional Development in Teacher Education: Three Different Approaches Round Three – Direct Instructional Approach • Pro’s: • Highly sustainable (in terms of projects & skills) • Faculty have more ownership and control over projects • Tangible outcomes • Con’s: • Time-intensive for faculty

10. Technology Integration Professional Development in Teacher Education: Three Different Approaches Lessons Learned • Make outcomes achievable and sustainable • Clearly define outcomes and expectations • Flexibility is the key to success! • Faculty motivation unaffected by differing stipend-models • Entire professional development experience should have a clear structure, both externally & internally

11. Technology Integration Professional Development in Teacher Education: Three Different Approaches More Information • PT3@NAU Web Address: http://pt3.nau.edu/facdev • PT3@NAU Staff: • Greg Sherman (Instructional Designer): greg.sherman@nau.edu • Michael Blocher (Co-PI): blocher@nau.edu • Paul Alley (Media Specialist): paul.alley@nau.edu