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Integrating Technology into the Classroom"Center for Information Media
St. Cloud State University
St. Cloud, MN 56301-4498
(320) 255-4774 (office)
(320) 255-4778 (fax)
kthoms@stcloudstate.edu
Abstract: We’re living in a world of "old dogs" and "new tricks"—meaning non-technology oriented faculty and an abundance of technology—and running full force into a brick wall with many of our faculty. Just how do institutions encourage faculty to integrate technology into their classroom/courses and assist them in creating these learning opportunities? Hear what one institution—St. Cloud State University—has done to prepare faculty for this technology integration.
" Integrating Technology into the Classroom"Today’s classroom is very different from one 10-15 years ago. Technology not only makes classroom instruction easier, it can also make it more difficult. Although more classrooms are being equipped as "smart classrooms," frequently faculty do not feel adequately prepared to teach in these classrooms incorporating some of the newer technologies.
This presentation will explore the steps taken at St. Cloud State University (SCSU) to create interest in technology integration, identify faculty who are interested in these opportunities, and discuss the options faculty have to learn how to incorporate technology in their teaching. The cooperative efforts of the InforMedia Services unit within LR&TS (Library) and the Faculty Center for Teaching Excellence (FCTE) and their faculty development efforts will be discussed as will be College of Education activities to train faculty to incorporate technology in their teaching. Discussion will include "seed money" concept, discipline-specific opportunities, individual one-on-one instruction, and the ongoing efforts of LR&TS as well as FCTE for campus-wide faculty development and staff training. Also addressed will be administrative support and inclusion of a copyright component in the training.
Introduction and History
To paraphrase, "We’ve come a long way . . ." in media and materials used in a classroom, whether the classroom is one of the more traditional rooms or one which is termed a "smart classroom," equipped with computers, document cameras, CD-ROMs, ITV, Internet, etc. And very frankly, many of our faculty are not prepared to move beyond the chalkboard, bulletin board, and thermofax transparency. Thus, we have a gap, the grounds for training and development.
At SCSU, there are currently (1999-2000 school year) 60 smart classrooms, an increase of 15 since last school year. These smart classrooms vary not only in platform (some have both Mac and PC) but also in the sophistication and capabilities of the technologies in the rooms.
Technology Training Opportunities
Technology training. Providing technology training to SCSU faculty has been attempted by more than one group on campus. Fortunately, there has been a concerted effort to coordinate these training efforts and co-sponsor activities. Technology training is provided mainly by faculty and staff in LR&TS, initially with the co-sponsorship of the FCTE. During the 1997-1998 school year, FCTE and LR&TS co-sponsored twelve hands-on technology workshops, including sessions on creating PowerPoint presentations, creating homepages, adding "pizzazz" to presentations through incorporation of graphics, integrating e-mail, finding resources on the WWW, and using word processing. Some presentations were in such demand that additional sections were added to accommodate the faculty wishing to participate.
One of the most recent training workshop series offered to faculty was "Web CT," an 8-part, 1-1/2 hr. per session series conducted by LR&TS faculty. Twelve faculty participated. The workshop was such a success it is now being offered a second time, once again with twelve participants.
Within LR&TS is the academic computing services area (ACS), a separate unit which provides no-cost computer workshops for students; previously faculty, staff, and students were included in these workshops, but the sessions are targeted now to students. Special arrangements can be made with ACS in the event faculty want to attend. During 1998-1999, ACS scheduled 87 workshops, serving 762 participants, most of whom were students.
FCTE sessions have included both hands-on and lecture sessions, including using technology in a large lecture room, adhering to copyright guidelines for print and non-print materials used in teaching, creating effective visuals for classroom use, incorporating basic applications of technology in teaching, teaching via ITV, and designing courses to be taught via ITV. In addition, the FCTE sponsored a year-long program, "Square One," as one-on-one mentoring with faculty to bring them "up to speed" with technology; this particular project was extremely labor intensive as one faculty member did all the mentoring, but this individual received release time to work on the project. The FCTE also publishes "tips and guidelines" for teaching in its "The Conversation" newsletter.
The Center for Information Media, the teaching component of LR&TS, has three master’s degree tracks: information technologies, educational technologies (for media specialists), and human resource development/training. Graduate assistants are available through these programs to assist with the technology training of faculty, often on a one-to-one basis.
One final project to help faculty incorporate technology in their classrooms is called the RITE (Rural Integration of Technology in Education) Project Plan for the 1999-2000 school year. The project is based on the 1997 NCATE report which indicates teachers must know how to integrate and incorporate technology in the classroom prior to graduating from college. In order for college faculty to teach students to integrate technology, they (the university faculty) must be able to do this. This grant provides for professional development for faculty housed both within the College of Education and in the discipline/content areas covered in COE majors. This project provides for 10 teams (a mentor and a mentee in each team) and is to be completed by Spring or Summer 2000. University and public school teachers (25 in total) will be included in a one-week technology workshop during Summer Session 2000, where they will create an electronic portfolio; participants will receive payment for both hours attending the training sessions and the final portfolio project.
Creating interest in technology integration. Some faculty take it upon themselves to learn how to incorporate technology in their classes. Other faculty need a bit of prompting and seeing that it can be done. Most faculty in LR&TS will use smart classrooms and more sophisticated technology when teaching and/or giving presentations. Much of the interest has come from faculty who have seen other presentations and want to be able to emulate them.
Establishing the need for workshops/training. SCSU has established need for technology training through various means. In Spring 1998 LR&TS faculty member J. Nelson conducted a survey to determine faculty preferences for workshops which would be sponsored by LR&TS instructional development and academic computing units as well as the FCTE. Options included e-mail, PowerPoint, word processing, statistical applications, WWW, digital photography, networking, and resource searching. Based on this survey, a variety of workshops were scheduled. Other bases for technology workshops include word-of-mouth requests and suggestions as well as workshop participants identifying future workshop topics and needs. On the Nelson survey, faculty were asked to identify type/size of session, length of session, and day/time of week preferred for workshops.
Publicizing technology training. Publicizing the technology training opportunities for SCSU faculty takes many forms. They are "advertised" on the SCSU listserv for faculty and staff, publicized in the university newsletter UNews (both hard copy and WWW), paper notices addressed each faculty member for FCTE sessions, and word of mouth. Attendance varies from three or four (rare exception) to full session (with additional sections scheduled). Faculty are encouraged to "bring a friend or colleague" for sessions.
Administrative Support/Recognition
Administrative support for technology training at SCSU has been strong. The office of the Vice President for Academic Affairs offers support for the FCTE, and the dean of LR&TS (Library) has committed one faculty person to conduct and/or coordinate technology training for faculty. Through grants, the College of Education has been able to offer release time and in some instances summer funding for faculty to work with technology integration in their classes.
Another critical area of administrative support is for softward and hardware which permits faculty to incorporate technology in their teaching. A Faculty Development Resource Room was established for faculty to receive one-on-one training and to spend time creating their materials. Both platforms are represented in this room, which includes a scanner.
Remuneration/Incentives for Faculty Training
Remuneration, whether it be in the form of release time or actual dollars, is very limited. Faculty, except in very rare cases, must learn these new technologies, media, and skills "on their own" and "on their own nickel." The statewide faculty contract currently allows for negotiation between a dean and an instructor teaching a course the first time over ITV for one course release the term prior to teaching the course, with the expectation the faculty member will undergo training in how to teach via ITV, including course design, materials development/adaptation, equipment usage, etc.
Copyright Information in Workshops
St. Cloud State University has taken a proactive stance on copyright adherence, including reference to copyright infringement and laws/guidelines in many of the technology workshops offered for faculty development. It seems to be an ongoing issue, with faculty divided on their willingness to acknowledge and adhere to copyright guidelines. It is the goal of LR&TS to assure compliance with copyright guidelines/laws for any educational materials created using SCSU resources.
What We’ve Found:
The findings below are generalizations in working with technology and faculty development:
4. Faculty want the flexibility of repetitive scheduling so they can attend many desired sessions without having conflicts.
Conclusion
SCSU as well as other institutions are struggling to meet the technological needs and demands of its faculty through the use of a variety of effective training opportunities.