June 2003 — Features
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Preparing Technology-Competent Teachers
Daily participant exit tickets. Several themes emerged from the formative evaluation provided by the participants' responses on the exit tickets. First, participants appreciated the opportunity to learn about a variety of technology and resources, including Microsoft PowerPoint, Inspiration, digital cameras and the Internet. They valued the time devoted to working with the technology, while practicing and improving their skills for applications in their classrooms. In addition, they appreciated learning strategies that worked with small groups when a limited number of computers were available. Finally, they valued opportunities to use Internet resources, including Web site evaluation procedures and links to educationally relevant Web sites.
Listserv. The listserv functioned as a communication path for participants to share ideas and thoughts. They used the listserv to share teaching ideas, including ESL strategies, resources and suggestions on how to complete assignments such as bookmarking Web sites. Participants helped each other stay abreast of current events that would impact their classrooms and offered support for each other in their work at the university.
Faculty reflections. The reflections received from university faculty confirmed a positive reaction to the UOP workshops. Faculty members wrote that workshop activities helped mentor and preservice teachers learn how technology could be incorporated into their curriculum. Faculty also remarked positively on parts of the training that directly impacted their university teaching such as developing confidence in their skills for incorporation of technologies into their own college. It was also noted that while mentor teachers provided expertise in pedagogy and content, the preservice teachers provided the expertise in technology. Faculty also suggested changes that could make the workshop training stronger, including:
- Inform mentor and preservice teachers of training dates earlier for planning purposes and to facilitate the formation of more teams;
- Introduce technology and hands-on computer activities on the first day;
- Give a UOP model to participants at the beginning of the training;
- Integrate accommodations for special needs students; and
- Present ESL and bilingual faculty with the TESOL standards early in the training in order to acquaint mentor teachers with them.
One of the benefits of the workshops was the opportunity for preservice teachers and mentor teachers to become acquainted and to develop a collaborative working relationship prior to the school year, while creating the technology-integrated UOPs. All participants showed growth and success in developing Internet skills for sending e-mail, creating and saving bookmarks, and using search engines. In addition, they developed skills in the use of software applications to improve teaching and learning. Through development of the UOP, preservice and in-service teachers were able to break out of the textbook dependency mode, guiding students' learning through a variety of sources of information.
