Transcript TICKIT Overview and Research: Rural Teacher Technology Integration Curtis J. Bonk, [email protected] Indiana University http://php.indiana.edu/~cjbonk/ http://www.iub.edu/~tickit June 24, 2003

TICKIT Overview and Research:
Rural Teacher Technology Integration
Curtis J. Bonk, [email protected]
Indiana University
http://php.indiana.edu/~cjbonk/
http://www.iub.edu/~tickit
June 24, 2003
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
TICKIT Goals
• Knowledge, skill, & confidence
• Thoughtful integration of technology
• Leadership cadres in schools
• Link schools and university
• Help schools capitalize on their
technology investments
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”
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
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
III. TICKIT Meeting Hall
IV. TICKIT Resource Center
V. TICKIT Project Gallery
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
Effective Professional Development
Components
Description
Form
Reform vs. traditional (Study groups or networks vs.
workshops or conferences).
Duration
Number of hours and span of time.
Collective
participation
Participation by established groups (same school, grade,
department vs. educators from various schools).
Content focus
Professional development aimed at increasing
disciplinary knowledge.
Active learning
Meaningful analysis of teaching and learning (examining
student work, getting feedback on teaching).
Coherence
Degree of consistency between professional development
and teachers’ goals, standards and opportunities for
continued professional communication.
Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001
Structure
Core
Methodology (Compared TICKIT
Completers to New Applicants)
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
• Instruments
– Levels of Technology Implementation Survey (LOTI) Moersch
(1994, 1995, 2001).
– Demographics and TICKIT-Related Questions
Results 1/2
Survey Returns= 79 %
Cohort
Surveys
Sent
Surveys
Returned
Return
Percentage
1998-99
25
16
64%
1999-00
29
21
72%
2000-01
30
22
73%
2001-02
22
20
91%
2002-03 Applicants
27
26
96%
133
105
79%
Total
Results 2/2
Means
Factors
TICKIT
Completers
TICKIT
Applicants
Possible High
Effect
Score
t
Sig.
Size

1. Technology Integration
74.05
38.25
7.663
.000***
126
1.81
2. Technology Limitations
11.60
15.79
-3.281
.002**
28
.63
3. Technology Resistance
4.37
7.91
-3.143
.003**
56
.80
4. Computer Proficiency
25.51
18.84
4.614
35
.000***
1.20
5. Learner-centered
Instruction
18.29
12.40
5.120
28
.000***
1.22
**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)
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
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”
Overall Lessons Learned (& Not Learned)
• Avoid Teachers Who Are Compelled By
School Administrators Into Participating
• Teachers Need a Reasonable Tech Envir
• Teach Technology Use in the Teacher’s
Computing Environment, Not Ours
• A Local Leader is Important For the Cohort
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 Need to Look at student projects now
 Need to look at growth over a year
Ok, who’s got the TICKIT?