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Educational technology integration course: Meeting challenges of non-traditional students

Educational technology integration course: Meeting challenges of non-traditional students. Kioh Kim Leah Gordy Sanghoon Park Karen McFerrin Ron McBride Northwestern State University Natchitoches, LA. ISTE NETS Profiles. General Preparation Professional Preparation

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Educational technology integration course: Meeting challenges of non-traditional students

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  1. Educational technology integration course: Meeting challenges of non-traditional students Kioh Kim Leah Gordy Sanghoon Park Karen McFerrin Ron McBride Northwestern State University Natchitoches, LA

  2. ISTE NETS Profiles • General Preparation • Professional Preparation • Student Teaching/Internship • First-Year Teaching

  3. ISTE NETS Profiles 1. General Preparation • Basic training in IT • Operate technology systems • Use content-specific tools • Use technology to collect information and process data

  4. ISTE NETS Profiles 2. Professional Preparation • Methods or pedagogy courses • Identify the benefits of technology and resources available • Use hardware and software for specific teaching and learning objectives • Develop a portfolio of technology-based products used

  5. ISTE NETS Profiles 3. Student Teaching/Internship • Solve problems • Find technology resources • Guide collaborative learning activities

  6. ISTE NETS Profiles 4. First-Year Teaching • Ready to teach • Choose and arrange for access to appropriate technology systems, resources and services • Plan and implement technology-based learning activities

  7. Technology Integration • Preservice teachers are required to take three or more credit hour of technology course (Schrum, 1999). • Teachers have a lack of confidence to use of technology (Beckett, Wetzel, Chrishol, et at, 2003).

  8. Role of Age • Increased age is related to increase resistance to integration of new software (Migliorino and Maiden, 2004). • Older pre-service teachers are more experienced and authoritative (Kim, 2005). • Non-traditional students scored higher than traditional students (Jonas, & Weimer, 1999).

  9. Course • “Introduction to Computers in Education” course for undergraduate students • A computer literacy course designed to introduce the use of the computer as an instructional tool, management tool, and personal productivity tool for the teachers. • Divided into lecture and lab sections • Requires student’s hands-on interactive and cooperative learning, and individual and group projects.

  10. Class Contents • Lecture • Review all chapters – using PowerPoint with student interaction • Shelly G. B., Cashman, T. J., Gunter R. E., & Gunter G. A. (2006). Teachers discovering computers: Integrating technology and digital media in the classroom, (4th ed.). Boston, MA: Thomson Course Technology. • Student Learning Style Inventory (Analysis of students) • The Paragon Learning Style Inventory (PLSI): http://www.oswego.edu/plsi/ by Shindler & Yang • Four Jungian dimensions (i.e, introversion/ extroversion, intuition/sensation, thinking/feeling, and judging/perceiving) • Article Review • Research question(s) • Databases (ERIC & other article search engines) • Software Evaluation

  11. Class Contents (continued) • Lab • iMovie/Windows Movie Maker (Group project) • Storyboard • Excel • Attendance sheet • Grade book • PowerPoint • FrontPage

  12. Let’s meet an outstanding non-traditional student • Early Childhood Education Junior • Graduated from the high school 27 years ago • It’s been 25 years since she attended NSU before taking ETEC 4810. • Not very good at all using the software! • “I am more confident than ever learning all aspects of the computer and different programs” (Gordy, 2007).

  13. Let’s meet an outstanding non-traditional student (continued) • “I want to become a teacher whether in the classroom or working one on one with physically and/or mentally challenged children. In my future classroom I will most definitely use the above mentioned programs to some degree or another. I am mostly interested in Assistive Technology Devices for the hearing, seeing, and speaking impaired. I believe that every challenged child has the right to an accessible education which is made possible by all the technological advances in today’s society” (Gordy, 2007).

  14. Let’s meet an outstanding non-traditional student (continued) • “If more universities could employ such knowledgeable, patient instructors such as the one I was blessed to have my first semester back after 25 years, people my age would not be lacking in confidence about learning new things” (Gordy, 2007).

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