TICKIT Overview and Research: Rural Teacher Technology Integration

1. TICKIT Overview and Research:Rural Teacher Technology Integration Curtis J. Bonk, cjbonk@indiana.edu Indiana University http://php.indiana.edu/~cjbonk/ May 19, 2003

2. TICKIT Teacher Institute for Curriculum Knowledge about Integration of Technology http://www.iub.edu/~tickit

3. Overview of TICKIT • In-service teacher education program • Rural schools in central & southern Indiana • Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University • Cohorts of 4-6 teachers from 4-6 school corporations

4. TICKIT Emerged in Fall, 1998

5. TICKIT Goals • Knowledge, skill, & confidence • Thoughtful integration of technology • Leadership cadres in schools • Link schools and university • Help schools capitalize on their technology investments

6. Original Teacher Goal Statement • “Obviously, I’m technologically in the Dark Ages. My students are so computer savvy that I feel I must at least attempt to catch up with them.” – Debbie White, North Gibson • “We have a state-of-the-art building, so now we need a state-of-the-art curriculum that uses that technology.” - Linda Seib, Madison

7. Program Structure • Teachers attend three workshops at I.U. for a total of 4 days • Curriculum-based, technology supported classroom unit or lesson each semester • In-school workshops to support teachers in their unit or lesson design • Final products are two action research reports • Reports to colleagues and school “giveback”

8. Program Structure • Various online activities using a course management tool (COW, Virtual University, Blackboard, Web CT, Oncourse) • Article critiques • Chats with technology experts (Bernie Dodge, Annette Lamb) • Free Tool Reviews

9. TICKIT Program Description:ACOT Principles Used • Situate staff development activities in classrooms • Teams of teachers, not individuals • Constructivist learning approach modeled by facilitators • Ongoing conversation and reflection about practice • Teachers develop lessons or units, and actually teach them • Provide long-term follow-up support

10. The TICKIT Program Model • Classroom Curriculum Projects • Provide structure for teacher goal-setting and implementation • Apply what learn by developing and teaching units • Teacher Choice • Do not persuade to use a particular theory or method • Urge teachers to integrate technology into what they already do to add value • Present an array of possibilities for integration projects

11. TICKIT Program Model, Con’t • Expect Systematic Evaluation, Self-reflection, and Revision of Practice • Provide for electronic and face to face collaboration with colleagues and coaching by TICKIT staff • Provide audiences and venues for reports and reflections on practice • Provide a Structure for Leadership Cadres to Assist Other Teachers Locally

12. TICKIT Program Elements: School-Level Outcomes Models of Technology Integration Colleague Support by TICKIT Cohort: Assessment of Classroom Project by: TICKIT Staff Other Teachers Individual E-Mail, Phone, Asynchronous & In-Person Coaching By TICKIT Staff TICKIT Teacher Local Reports to And Interaction With Teacher Colleagues Create, Teach, Assess, Revise Classroom Projects Individual TICKIT Teacher: Knowledge Skill Confidence Motivation Beliefs Value Added by Technology Integration in Classroom Teaching & Learning Workshops: Tools Pedagogy Share Ideas Reflect on Projects Reflection, Action Research On Classroom Projects Student Learning Electronic Collaboration: Project Progress Reporting Reading and Reflection Constructive Friend Interaction Technology Reviews Expert Chats TICKIT Teacher Reports to TICKIT Staff, Peers & Other Teachers at Conferences Other Professional & Staff Development Experiences & Programs Teacher Prior: Knowledge Skill Confidence Motivation Beliefs Figure 1: Model of TICKIT Program Components and Outcomes

13. I. TICKIT Information Center

14. II. TICKIT Learning Center

15. III. TICKIT Meeting Hall

16. Reading Reactions

17. Critical Friend Activities

18. Guest Expert Chats

19. Free Technology Reviews

20. Thoughtful Team Reflections

21. IV. TICKIT Resource Center

22. V. TICKIT Project Gallery

23. Typical TICKIT Training and Projects: • Web: Web quests, Web search, Web edit/pub. • Includes class, department, or school website. • Write: Electronic newsletters, book reviews. • Tools: Photoshop, Inspiration, PowerPoint. • Telecom: e-mail with foreign countries Key pals. • Computer conferencing: Nicenet.org. • Digitizing: using camera, scanning, digitizing. • Videoconferencing: connecting classes. • Web Course: HighWired.com, MyClass.net, Lightspan.com, eBoard.com

25. Technology Integration Reviews

27. 1998-2002 Project Examples

28. 2002-2003 Project Examples

29. TICKIT Teachers

30. Research Question Do teachers who have been through the TICKIT program differ from teachers who have not on dimensions of computer integration?

31. Effective Professional Development Structure Core Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001

32. Effective Professional Development Structure    Core   ?? Garet, Porter, Desimone, Birman, & Suk-Yoon, 2001

33. Methodology 1/3 Study Design • TICKIT Completers • Teachers from the first four years of TICKIT • The survey is a post measurement • Dropouts. . . • TICKIT Applicants • Teachers who applied for the fifth year of TICKIT • The survey is a pre measurement

34. Methodology 2/3 Participants • Schools • Rural • Central and southern Indiana • Better than average technology infrastructure • Teachers • Cohorts of 4-6 teachers from each school • Average teaching experience 11.5 years

35. Methodology 3/3 Instrumentation Two Part Survey • Demographics and TICKIT-Related Questions • Levels of Technology Implementation Survey (LOTI) Moersch (1994, 1995, 2001).

36. Results 1/3 Survey Returns= 79 %

37. Results 2/3

38. Results 3/3 **p< .01 ; ***p< .001All effect sizes favor TICKIT group Lower scores on factors two and three indicate more positive responses  The ‘n’ for each comparison varies due to incomplete data. We used list-wise deletion of missing data (Completers n=66-77; Applicants n=18-20)

39. Relative Impact 1/2

40. Multiple Sources Relative Impact 2/2 From which individuals do you seek primary guidance, information, and/or direction relating to the integration of technology into your curriculum?

41. General TICKIT Outcomes • Provides structured, project based learning about thoughtful tech infusion for teachers • Adds to teachers’ competence/confidence • Builds leadership cadres in schools • Provides graduate level recognition of teachers’ accomplishments • Links schools and university • Supports small, rural schools

42. Internal Motivation Influences • I want to be able to help provide the most challenging, interesting lessons for students. As a result of this I need to keep current. • I’m not required to use the technology but do so to learn for myself and help the students. • Even before the TICKIT experience, I was looking for ways to integrate technology into my classroom. I am enthusiastic and committed to this.

43. TICKIT Teacher Voices • “This class was very helpful. I gained a lot of confidence as a technology user from this class.” • “The door is now open. I will continue to try to find technological ways to teach them.” • “This was the best program I have ever been involved with as a teacher.” • “Thank you! A poor tired out “old broad” has a new lease on teaching”

44. Overall Lessons Learned • Avoid Teachers Who Are Compelled By School Administrators Into Participating • Teachers Need a Reasonable Technology Environment In Which to Work • Teach Technology Use in the Teacher’s Computing Environment, Not Ours • A Local Leader is Important For a Cohort of Teachers In a School

45. Overall Lessons Learned, Con’t • Teachers Respond to Challenge and High Expectations • Requiring Projects in a Graduate Course Framework Creates Teacher Stress But Pays Off For Most Teachers • Asynchronous Conferencing Requires a Lot of Structure and Meaning For Teachers

46. Impact • Researchers and Teacher Educators • K-12 Teaching and Administrators • Government Officials and Politicians

47. Future Directions Additional Research • Growth of current cohort over the course of this year • Correlation of other data sources with current findings (i.e. observation, document analysis) • Impact of technology integration on student learning

48. Ok, who’s got the TICKIT?