Self-Pacing Technology Approach: The Preservice Course as a Catalyst for Technology Training
Dr. Jay Sanders
Dr. Dorothy Valcarcel Craig
Department of Educational Leadership
Middle Tennessee State University
Abstract
Preparing the Preservice Educator for the
Classroom
Self Pacing Technology Approach
Performance and Effects of Self-Pacing
Reflections and Summary
References
Additional Resources
Contacts
As technological applications become widespread in today's classrooms, the preservice technology course acts as the avenue for modeling successful instructional practices that addresses the needs of an academically diverse student population. Through a unique self-pacing approach, preservice students are given opportunities to work at their own pace in designing technology portfolios and in acquiring the skills that will assist them in becoming technologically literate. Suggestions are outlined which illustrate a preservice technology course that allows for individual differences, pacing, and practice in order to facilitate learning as well as technology integration within lesson plans.
Preparing the Preservice Educator for the Classroom
One of the major problems facing teachers in K – 12 classrooms today is finding enough time to teach students who have an ever-widening range of academic abilities. In addition, with the recent nationwide accountability movement by state boards of education, classroom teachers are under increasing pressure to identify the academic level of their students and then proceed to assist them in "moving forward" to reach their full potential. Although these goals are worthy, it gets increasingly more difficult for teachers to help each and every student meet their individual learning needs. However, in many classroom situations, technology and technological applications are being utilized by teachers to meet the needs of an academically diverse student body. Among technological applications available to classroom teachers are the Internet-connected computer, networked computer labs, and the world wide web—all of which assist in individualizing educational experiences (ERIC doc. 94-6, 1999).
To support the use of technology within the classroom setting and prepare preservice students for this challenge, the teacher education community is taking precautions to avoid graduating technologically illiterate future teachers. Efforts of universities to overcome this obstacle fall into two major categories: a) strengthening the capacity of preservice programs to prepare students to use instructional technology as a means of meeting the needs of academically diverse learners, and b) assisting preservice students in preparing technology-enhanced materials for classroom use. By carefully designing preservice technology courses that model instructional strategies and that enable students to work at their own pace, teacher educators are providing an avenue for students to engage in practices that they can later take to their own classrooms. A recent report from the Office of Technology Assessment (1995), outlines common characteristics found in teacher education programs that successfully prepare students to utilize technology within diverse classroom settings. These characteristics include:
In addition, many of the technology courses required within teacher education guidelines model utilization of the World Wide Web, assist students in integrating web-based materials in lessons and instructional units, and enable students to observe classroom practices which model technology-infused instruction.
Self Pacing Technology Approach
In the "teacher-in-training" technology courses offered by the Department of Educational Leadership at Middle Tennessee State University, web-based instruction has successfully assisted the process of training preservice students for the challenge of the academically diverse classroom. By facilitating instruction in a way that mirrors the self-pacing so desperately needed to meet the needs of students within a classroom, the preservice course enables students to work at their own pace by beginning at their individual level of technological literacy and moving forward. The course—designed to train the preservice student as well as the practicing teacher—utilizes the Internet in order to help students integrate technology into lesson plans and units of instruction. Over the past four years, we have experimented in our SPSE 322 – Technology in Teaching course with how to vary the rate of instruction in order to produce the highest rate of learning for academically diverse groups of future teachers. Not surprisingly each semester, students enrolled in the technology classes are similar to what can be found in the typical public school classroom. The preservice students can usually be categorized into three distinct learning groups with regard to technological literacy levels and pacing: a) beginners who typically move at a slow pace, b) intermediate students who move at a moderate pace when completing assignments, and c) advanced users who usually progress forward at a relatively fast pace. The beginners and the advanced users are usually the smallest in number with each group representing approximately 10 – 15% of each class population. In order to allow self-pacing, we have facilitated the Sanders Self-Pacing Model for Classrooms with Varying Student Abilities. Components of the model include:
In addition, a course website is used (http://www.mtsu.edu/~jsanders). The site assists the instructors in:
The outcome of the course is a professional technology portfolio, which the final grade is based on. The technology portfolio becomes part of the larger professional portfolio, which is required to complete the student teaching experience.
Performance and Effects of Self-Pacing
Through the four years that the course has been offered, instructors have kept field journals and completed informal reflections on observations as students engage in computer-assisted activities, complete assignments, and conference with peers. Using the three types of learner groups mentioned above, the following recorded observations are offered for teacher educators in Table 1.
Table 1.
Recorded Reflections of Self-Pacing During In-Class Computer Sessions
Group 1 – Advanced Computer User/Fast-Paced Learner
Require little or no instruction
Usually work ahead of schedule using the website for reference and
instruction
Readily assist and frequently conference with other students around them
Submit assignments on time or ahead of schedule
Group 2 – Intermediate Computer User/Average-Paced Learner
Gain knowledge from in-class instruction, information on the website, each
other, or notes
Require little assistance from instructor after in-class instruction
sessions
Actively help others
Submit assignments on time
Group 3 – Beginner Computer User/Slow-Paced Learner
Must listen carefully during in-class instruction sessions
Require substantial assistance from the instructor
Receive substantial assistance from peers – usually the Average-Paced
Learners
Take limited amount of notes, which appear to be of little value
Submit assignments varying from late to on time
_________________________________________________________________________________
Reflections recorded by course instructors (Middle Tennessee State University
SPSE 322 – Technology in Teaching) over a period of four years.
_________________________________________________________________________________
During the semester, the class is structured into: a) one-third "in-class instruction mode," and b) two-thirds "lab mode." Typically 90 – 95% of the instructor's time is spent assisting the slow-paced learners who make up approximately 15 – 20% of the each class. With extra instruction provided by the instructor and more capable peers, the beginning computer user-slow-paced learner usually struggles to keep up with assignments and projects. However, most complete the course and submit a professionally designed technology portfolio. The drop-rate for the course is less than 5% and usually occurs within the first two weeks of the semester.
Throughout the early part of the semester, the class sessions are very structured, but transitions into a very unstructured environment as students become comfortable working on the computers and conferencing with each other. Similar to previous research findings (Craig, 1997), the male students share ideas in a very loose, unorganized manner—beginning early on and continuing throughout the semester. The female students, however, tend to write down problems and solutions and are more apt to share suggestions slowly as work progresses.
All three groups of learners generally meet the target due dates for each section of the technology portfolio. The advanced group/fast-paced learners usually turn in completed portfolios early—ranging from a few days early to several weeks before the semester ends. The intermediate group/average-paced learners as well as the beginner group/slow-paced learners submit completed technology portfolios usually on the last day of class. The overall quality and professional appearance is similar for all three groups. The use of creative images, animation, and additional features is scattered with no obvious pattern and seems to be based on the individual student's interest level rather than their pacing group.
Based on teacher observation and informal reflections, the apparent anxiety level, difficulty in asking questions, and increase in student confidence falls into the following general categories as shown in Table 2.
Table 2.
Anxiety Level With Regard to Difficulty in Asking Questions and Increase
in Student Confidence
_____________________________________________________________________________
Group One – Advanced Computer User/Fast-Paced Learner
Anxiety level increases slightly or remains unchanged throughout the semester
as assignments are completed. Student confidence level starts high remains
at a constant throughout the course.
Group Two – Intermediate Computer User/Average-Paced Learner
Anxiety level increases at a constant rate throughout the semester as assignments
are completed. Student confidence level starts at a moderate level and increases
at a constant rate throughout the course.
Group Three – Beginner Computer User/Slow-Paced Learner
Anxiety increases very slowly at the beginning of the semester and then increases
dramatically as the semester draws to a close. Student confidence starts
a low level and increases progressively throughout the semester.
______________________________________________________________________________
Reflections recorded by course instructors (Middle Tennessee State University
SPSE 322 – Technology in Teaching) over a period of four years.
_______________________________________________________________________________
In general, the self-pacing approach has been successful and appears to work well for all three groups of students. The end products—student knowledge gain, technological literacy, and computer skills—are evenly distributed across all three levels of learners. The big difference between this approach and a more traditional approach to technology instruction where a strict schedule for submitting assignments is adhered to is that the amount of assistance and time the instructor is able to provide each student can be altered to meet the needs of individual learners.
If teacher educators must assist preservice students in becoming technologically literate, they must design technology courses which enable students to become skilled at integrating technological applications into instruction as well as allowing for individual student differences. The method described and the reflections provided are just one way instructors have successfully assisted students in creating a professional technology portfolio as they develop the skills needed for the classroom. As part of the president's educational technology initiative, a challenge was issued to America. The challenge calls for all students to become technologically literate in order to enter the workforce of the 21st century. The challenge falls directly on teacher educators who have the opportunity to provide modeled instructional practices that integrate technology into the curriculum and that enable all students to work at their own pace in becoming technologically literate. By seeking out successful practices such as the one described, we can facilitate learning while fostering the level of technological literacy needed by future teachers.
Craig, D.V. (1997). When the learner is in charge: Technological literacy patterns in student generated inquiry projects for fifth graders. Dissertation Abstracts International, D-1341.
Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains: Longman Publishers.
Infusing technology into preservice teacher education. (1999). ERIC Document #94-6. [Online] Available: http://www.ericsp.org/news3.html
Teachers and technology: making the connection. OTA report summary. (1995). Washington DC: U.S. Government Printing Office.
Technology in the Classroom –SPSE 322 website URL: http://www.mtsu.edu/jsanders and click "SPSE 322" for regular class and "322 OnLine" for the online class.
Dr. Jay Sanders,
jsanders@mtsu.edu
Dr. Dorothy Valcarcel Craig,
dvcraig@mtsu.edu
Department of Educational Leadership
Middle Tennessee State University