Preservice Technology Integration through Collaborative Action Communities – Tables

 

Table 1

 


Goals Objectives Actions Outcomes Outcome Measures
I.A.
Networked learning communities will be established to provide
collaborative and supportive environments, in which preservice
teachers can share and develop content, pedagogical, and
technological expertise.
I.A.1. Students will be grouped into
learning communities of students, faculty, and School-Based Teacher
Educators.
I.A.1.a. (2000)
Students will be assigned to learning communities upon entering the
PUMA program.
I.A.1. An established cross-level
learning community
I.A.
Electronic portfolios; End-of-course surveys; Archived E-mail and
listserv correspondence among community members 
I.A.1.b.
(2001-2002) Existing students will remain in learning communities
in years 2 and 3, while new students will become part of an
existing community.
I.A.2.
l
earning communities will be connected through electronic
communication technologies. 
I.A.2.a. (2000)
E-mail groups and Web-based discussion groups will be established
for each learning community.
I.A.2. An electronically connected
learning community.
I.A.2.b. (2001)
Electronic communication continues, including maintaining
communication with students moving into Phase II student
teaching.
I.A.2.c. (2002)
Electronic communication continues, including maintaining
communication with students beginning induction years.
I.A.3. Students and faculty will learn
effective strategies for online communication and information
gathering.
I.A.3.a.
(2000-2002) Students will learn online communication strategies in
technology course component (See II.A.1.) during Pre-PUMA and Phase
I. 
I.A.3. All learning community members
will communicate effectively.
I.A.3.b.
(2000-2002) Faculty will learn effective online communication
strategies during intersession, weekend, and summer workshops (See
IV.A.1.a.).
I.B.
All students will have access to current-model portable computer
technology on a regular, immediate, and flexible basis.
I.B.1. Students will be required to
lease, purchase, or demonstrate ownership of a laptop
computer.
I.B.1.a. (2000)
The College will purchase laptop computers for a mobile station to
be used in any College classroom.
I.B.1. All students lease or own a
laptop computer.
I.B.
Learning community observations; Student questionnaires; Student
journals; On-site visits
I.B.1.b .
(2001-2002) PUMA admissions guidelines will be changed to require
students to own or lease a current-model laptop
computer.
I.B.1.c .
(2000-2002) Consortium members will offer reduced rates and
financing on current model laptop computers.
I.B.1.d.
(2000-2002) The College will offer need-based “scholarships” for
laptop computers.
I.B.2. Preservice teachers will use
laptops as an integral tool in teaching and learning
activities.
I.B.2.a.
(2000-2002) Pre-PUMA, Phase I, and Phase II courses will require
regular and appropriate use of technology on campus, in PDS sites,
at other field locations, and at other student-selected locations.
(See II.B.)
I.B.2. Established habits of regular,
immediate, and flexible computer use on campus and at school
sites.
I.B.2.b. (2000)
PUMA faculty and Technology Fellows will use pilot laptop
collection regularly for campus-based classes
I.B.2.c. (2000)
The College of Education will install wireless hubs and
infrastructure in all PUMA classrooms.

Last Updated on 05/18/2000
By Melissa Pierson

 

Table 2

 


Needs Goals Objectives Actions Outcomes Outcome Measures
II.
The required technology course needs to be meaningfully integrated
into the methods instruction to allow students to use technology
throughout their time in PUMA.
II.A.
The College will offer a comprehensive, connected and extended
technology experience.
II.A.1. Students will receive technology
instruction and support throughout Pre-PUMA, Phase I, and Phase II
student teaching.
II.A.1.a. CUIN
3312 will be restructured into 3 1-hr. sections to be taken
concurrently with other courses over the 3 Pre-PUMA and Phase I
semesters leading up to the Phase II student teaching
semester.
II.A.1. Logical, comprehensive, and
connected technology experience extended throughout PUMA
program.
II.A.
Pre-test of technology proficiency; Student questionnaires; Course
syllabi; Course and workshop materials; Computer lab schedule;
Reports from Technology Fellows; Archived E-mail and listserv
correspondence among community members
II.A.1.b.
Pre-PUMA students will use technology within methods courses and
will additionally participate in a one-hour weekly computer lab
workshop to reinforce technology-related strategies presented in
methods courses.
II.A.1.c. Phase I
PUMA students will participate in an intensive 15-hour technology
workshop, during a 2-week period prior to field placements, to
develop observational strategies for viewing classroom technology
uses.
II.A.1.d. Phase I
PUMA students will be placed in classrooms with identified
technology mentors or will be mentored by others in
district.
II.A.1.e. Phase
II Puma student teachers will participate in beginning of the
semester technology workshops, site-based workshops, and online
collaborative experiences through their learning
communities. 
II.B. Students will have comprehensive
and coordinated opportunities to develop standards-based technology
proficiency
II.B.1. Students will demonstrate basic
technology proficiency prior to entering the PUMA
program.
II.B.1.a. Basic
technology proficiencies will be developed and set as prerequisite
for PUMA admission.
II.B.1. Students entering the PUMA
program have basic technology proficiency.
II.B.
Online collection of exemplary learning resources based on local
and national discipline and technology standards; Student focus
groups; Electronic portfolios; EXCET scores
II.B.1.b. New
technology requirements will be advertised early to future PUMA
students.
II.B.1.c. A
pre-assessment based on the technology proficiencies will be
created and administered as part of the PUMA admissions
process.
II.B.1.d. A
series of free workshops on basic technology skills will be offered
to prospective PUMA students on weekends and during the summer
prior to admission.
II.B.2. Students will use appropriate
technology for basic operations, personal and professional uses,
and instructional applications according to ISTE
standards.
II.B.2.a. Methods
faculty will work with Technology Fellows (See IV.A.2.) and Content
Area Specialists to develop appropriate uses of
technology.
II.B.2. Appropriate and skilled student
use of technology.
II.B.2.b.
Students will reinforce basic technology operations in the context
of course-appropriate activities.
II.B.2.c.
Students will apply course-appropriate technology for personal and
professional productivity, problem solving, and
communication.
II.B.2.d.
Students will apply appropriate technology to design, develop,
& deliver effective instruction.
II.B.3. A centralized collection of
Web-based instructional resources will be compiled.
II.B.3.a. IT
faculty, staff, and graduate students will create and maintain
Web-based instructional resources, such as Untold
Stories
II.B.3. A centralized collection of
Web-based instructional resources.
II.B.3.b.
Students will contribute electronic learning materials developed
through course activities.
II.C.
Students will compile and maintain electronic portfolios throughout
their preservice experience. 
II.C.1. Electronic portfolios will be
created and maintained according to a common format and aligned
with both national and local discipline and technology
standards.
II.C.1.a. IT
support will configure server accounts and provide ongoing
maintenance for students. 
II.C.1. Functioning Web-based portfolios
aligned with national and local discipline and technology
standards.
II.C.
Electronic portfolios; Tracking student perception data about
technology usefulness; Graduate employment data
II.C.1.b. Methods
and IT faculty will collaborate to establish portfolio components,
format, and standards. 
II.C.1.c. IT
faculty, staff, and Technology Fellows will create electronic
templates for portfolio components. 
II.C.1.d. D22
Students will learn technical procedures necessary to assemble and
maintain electronic portfolios throughout Pre-PUMA and Phases I and
II.

Last Updated on 05/18/2000
By Melissa Pierson

 

Table 3

 


Needs Goals Objectives Actions Outcomes Outcome Measures
III.
PUMA needs technological solutions to bridge campus- and
field-based experiences and resources.
III.A. Technology will be used to
provide virtual field experiences to campus-based
students. 
III.A.1. Students who are enrolled in
Pre-PUMA will view videotaped examples of effective teaching and
classroom management.
III.A.1.a.
Methods faculty will identify categories of exceptional teaching to
be videotaped in PDS sites. 
III.A.1. Collection of video examples of
exemplary teaching and classroom management available
online.
III.A.
Database of video materials; Student journals
III.A.1.b.
Methods faculty and SBTEs will identify potential classrooms in
which to videotape examples. 
III.A.1.c. IT
graduate students and staff will record and prepare taped
examples. 
III.A.2. Pre-PUMA students will view
videotaped examples of exemplary technology use. 
III.A.2.a. IT
faculty will identify categories of exceptional technology
integration to be videotaped in classrooms.
III.A.2. Collection of video examples of
exemplary classroom technology integration available
online.
III.A.2.b. IT
faculty and graduate students will identify potential classrooms in
which to videotape examples.
III.A.2.c. IT
graduate students and staff will record and prepare taped examples
for delivery on the web.
III.B. Technology will be used to bring
unique campus resources to field-based students.
III.B.1. Students in field-based
programs (Phases I and II) will view videotaped presentations of
campus-based expert faculty. 
III.B.1.a. PUMA
faculty will identify those courses or experiences that could best
be presented by campus-based experts. 
III.B.1. Collection of video
presentations of campus experts and experiences available
online.
III.B.
Database of traditional and online video materials; Student
journals
III.B.1.b. IT
graduate students and staff will tape expert
presentations. 
III.B.1.c.
Technology Fellows (See IV.A.2.) will work with methods faculty to
integrate videos appropriately into other instruction.

Last Updated on 05/18/2000
By Melissa Pierson

 

Table 4

 


Needs Goals Objectives Actions Outcomes Outcome Measures
IV.
Faculty need to gain confidence and proficiency with using and
integrating technology into content methods
instruction.
IV.A. Faculty and students will
participate in new models of teaching and learning for the purpose
of developing technology proficiency.
IV.A.1. A process will be established to
give faculty multiple and varied opportunities for technology
proficiency development. 
IV.A.1.a. IT
faculty and Technology Fellows will offer intensive intersession,
weekend, and summer workshops to PUMA faculty on basic technology
skills and integrating technology into specific content
areas. 
IV.A.1. A strong process for developing
faculty confidence and proficiency with technology.
IV.A.
Faculty focus groups; Technology Fellow focus groups; Course
syllabi
IV.A.1.b. Faculty
will work with individual Technology Fellows to develop appropriate
uses of technology for their content areas.
IV.A.1.c. Methdos
faculty, as well as faculty in other colleges serving our
preservice teachers, will receive assistance in envisioning real
technology use from the ATSC lab. 
IV.A.1.d. Faculty
will have available newly wired and wireless electronic
classrooms. 
IV.A.1.e. An IT
staff member will be assigned specifically to immediately
addressing faculty technology needs and concerns.
IV.A.2. IT graduate students will be
trained as “Technology Fellows” to work with faculty and students
for effective and appropriate technology
integration. 
IV.A.2.a. IT
graduate students will be trained as “Technology Fellows” by taking
CUIN 7328, IT and Teacher Education, to learn specific strategies
of mentoring, technology integration, curriculum design, equipment
management, and adult learning theory. 
IV.A.2. A cadre of trained Technology
Fellows who will work with methods faculty and students on campus
and at PDS sites.
IV.A.2.b.
Technology Fellows will assist methods faculty in planning,
implementing, operating, and assessing technology within content
areas.
IV.A.2.c
Technology Fellows will set up necessary hardware and software for
each class, facilitate weekly PUMA lab times, and respond to
student concerns.
IV.A.2.d.
Technology Fellows will facilitate field-based technology
experiences at PDS sites by ensuring functional technology and
assisting field-based faculty and students.
IV.A.2.e.
Technology Fellows will assist faculty in other colleges on campus
that teach courses taken by students prior to PUMA admission in
planning, implementing, and assessing technology within content
areas.

Last Updated on 05/18/2000
By Melissa Pierson

 

Table 5

  YEAR
1
YEAR
2
YEAR
3
 
PARTICIPANTS Sum.
2000
Fall
2000
Spr.
2001
Sum.
2001
Fall
2001
Spr.
2002
Sum.
2002
Fall
2002
Spr.2003  
PRESERVICE
TEACHERS:
                 
1st
cohort PUMA students 200 students
Participate in technology
skills wkshps.
Enroll in
PrePUMA classes with technology labs
Participate in technology
skills wkshps.
Enroll in Field-Based
PUMA classes with technology labs
Enroll in Student Teaching
with technology support 
Participate in Mentoring
Workshops for new PUMA students
Induction
Year Electronic collaboration and support from learning
community
Model continues as shown
for 1st cohort beyond this timeline
2nd
cohort PUMA students 200 students
  Participate in technology
skills wkshps.
Enroll in PrePUMA classes
with technology labs
Participate in technology
skills wkshps.
Enroll in PrePUMA classes
with technology labs
Enroll in Field-Based
PUMA classes with technology labs
Participate in technology
skills wkshps.
Enroll in Student Teaching
with technology support 
Participate in Mentoring
Workshops for new PUMA students
3rd
cohort PUMA students 200 students
    Participate in technology
skills wkshps.
Enroll in
PrePUMA classes with technology labs
Participate in technology
skills wkshps.
Enroll in Field-Based
PUMA classes with technology labs
Enroll in Student Teaching
with technology support 
4th
cohort PUMA students 200 students
    Participate in technology
skills wkshps.
Enroll in PrePUMA classes
with technology labs
Participate in technology
skills wkshps.
Enroll in PrePUMA classes
with technology labs
Enroll in Field-Based
PUMA classes with technology labs
5th
cohort PUMA students 200 students
        Participate
in technology skills wkshps.
Enroll
in PrePUMA classes with technology labs
6th
cohort PUMA students 200 students
              Participate
in technology skills wkshps.
Enroll
in PrePUMA classes with technology labs
                     
UNIVERSITY
OF HOUSTON:
                 
COE
Instructional Technology Faculty
        Mentor
Technology Fellows
      < font size=-1> 
        Provide
leadership in resource development
       
        Design and
deliver technology workshops with online resources
       
Provide Mentoring
Workshops
    Provide Mentoring
Workshops
    Provide Mentoring
Workshops
   
COE
Methods Faculty
        Collaborate
with preservice teachers and PreK-12 mentor teachers to develop online
resources and exemplary models of technology integration
       
      Participate
in electronic learning community
       
        Model technology
integration in methods classes
       
UH
Faculty
      Participate
in monthly technology workshops with hands-on labs and technical
assistance
       
IT
Graduate students: 6 Technology Fellows Year 1
Enroll in IT & Teacher
Ed. Class
Provide support
for 1st and 2nd cohort of PUMA students and methods faculty to facilitate
technology integration and development of web-based
resources
Mentor new Technology
Fellows and assist with technology skills wkshps.
Provide support
for 1st-2nd cohort of PUMA students & methods faculty to facilitate
technology integration & development of web-based resources in school
dists.
Assist with technology
skills wkshps.in COE & across campus
Provide support
for 5th-6th cohort of PUMA students & methods faculty to facilitate
technology integration and development of web-based
resources
IT
Graduate students: 6 Technology Fellows Year 2
    Enroll in IT & Teacher
Ed. Class
Provide support
for 3rd-4th cohort of PUMA students & methods faculty to facilitate
technology integration and development of web-based
resources
Assist with technology
skills wkshps.in COE and across campus
Provide support
for 3rd-4th cohort of PUMA students & methods faculty to facilitate
technology integration and development of web-based resources in school
dists.
Content
Specialists
Work with
methods faculty in content areas
           
                   
PreK-12
SCHOOL SITES:
                 
School
Technology Specialists
Assist with needs
assessment
Provide technical
assistance with specific school district technology such as servers and
intranets
Enroll in Technology
Specialist Course
Provide technical
assistance with specific school district technology such as servers and
intranets
Enroll in Technology
Specialist Course
Provide technical
assistance with specific school district technology such as servers and
intranets
PreK-12
Mentor Teachers
Participate in Mentoring
Workshops
Mentor through
electronic networked learning community Help develop and evaluate
resources
Participate in Mentoring
Workshops
Mentor through
electronic networked learning community Help develop and evaluate
resources
Participate in Mentoring
Workshops
Mentor through
electronic networked learning community Help develop and evaluate
resources
                 

Last Updated on 05/18/2000

By Melissa Pierson