A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration

Yilmazel-Sahin, Yesim; Oxford, Rebecca L.

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A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration

Yilmazel-Sahin, Y. & Oxford, R.L. (2010). A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration. Journal of Technology and Teacher Education, 18(4), 693-720. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/30497.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 4, October 2010
Society for Information Technology & Teacher Education Chesapeake, VA

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Table of Contents

Authors

Yesim Yilmazel-Sahin, Consultant, Center for Applied Linguistics, United States; Rebecca L. Oxford, University of Maryland, United States

Abstract

Research shows that unless university-based teacher educators effectively integrate technology into teacher education courses, students (pre-service and in-service teachers) are unlikely to use technology effectively in their own teaching. This creates negative repercussions in teacher education and in the schools. However, many teacher educators do not feel competent or equipped to integrate technology into their courses for a host of reasons, including the fact that they work for institutions that do not offer relevant, adequate faculty development in technology integration. This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration. These models are organized into three broad categories: (a) workshops, (b) mentoring, and (c) university-school collaborations. The comparative analysis reveals that some models are distinctly more effective than others. It also shows that, based on all the studies analyzed, not a single one describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development. If universities start using criteria for excellent faculty development in teacher education technology integration and intentionally gear their efforts toward those criteria, positive changes in technology use could occur in teacher education and hence in schools.

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References

Abbott, J. A., & Faris, S. E. (2000). Integrating technology into pre-service literacy instruction: a survey of elementary education students’ attitudes toward computers. Journal of Research on Computing in Education, 33 (2), 149-161.
Backer, P. & Saltmarch, M. (2000). Development of an effective multimedia/www training model for faculty. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 39-43).
Beisser, S. (2000). Technology mentorships in higher education: an optimal match for expanding educational computing skills, in B. Gillan & K. Mcferrin (eds.) Faculty Development. ERic document (ed444497).
Bell, R., & Hofer, M. (2003). The curry school of education and long-term commitment to technology integration. Contemporary Issues in Technology
Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100. Blair, K. & Madigan, D. (2000). Involving faculty in faculty development: a Recursive model. In C. Crawford et al. (eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2000 (pp. 418-423). Chesapeake, Va: aace.
Brewer, S. (1997, summer). What works. Portland: northwest Regional educational laboratory. Retrieved february 2, 2008 from http://www.nwrel.org/nwedu/summer_97/article7.html
Brzycki, D. & Dudt, K. (2005). Overcoming Barriers to Technology Use in Teacher Preparation Programs. Journal of Technology and Teacher Education,13 (4), 619-641. Norfolk, Va: aace.
Chatel, R. (2002). Empowering higher education faculty to use technology to enhance teaching and learning: a peer-mentoring program. In B. Gillian
Chuang, H., Thompson, A., & Schmidt, D. (2003, summer). Faculty technology mentoring programs: major trends in the literature. Journal of Computing in Teacher Education, 19, 101-106.
Cifarelli, V. V. (1998). The development of mental representations as a problem solving activity. Journal of Mathematical Behavior, 17(2), 239-264.
Clark, F. (2002). Faculty development. Retrieved march 21, 2008, from http://pt3.altec.org/stories/texas_a&M.html
Cohen, D.K. & Hill, J. (2001). Learning policy: When state education reform works. New haven, cT: Yale University Press.
Cooley, N., & Johnston, M. (2000, september/October). Why can’t we just get on with it? forces in P-16 education that complicate the integration of technology into teaching and learning. The Technology Source. Retrieved february 15, 2008 from http://technologysource.org/?view=article&id=428
Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, ca: sage Publications.
Gallant, G. (2000). Professional development for web-based teaching: Overcoming innocence and resistance. New Directions for Adult and Continuing Education, 88, 69-78.
Hagner, P. R. (2001). Interesting practices and best systems in faculty engagement and support. Final report, nlii focus session held in seattle in february 2000. Retrieved february 17, 2008 from http://www.educause.edu/ir/library/pdf/nli0017.pdf
Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12 (2), 239-262. Norfolk, Va: aace.
Kelly, J. T., & Leckbee, R. (1998). Reality check: What do we really know about technology and how do we know it? Syllabus, 12(1), 24 26.
Levin, D. & Arafeh, S. (2002). The digital disconnect: The widening gap between Internet-savvy students and their schools. Pew internet and american
Maduakolam, I., & Bell, E. (2003). A product-based faculty professional development model for infusing technology into teacher education. Contemporary
Mccoy, A. H. (2000). Building a vision for technology integration. In crawford, C., Willis, D., carlsen, R., Gibson, I., mcferrin, K., Price, J., & Weber, R. (eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2000 (pp. 451-456). Chesapeake, Va: aace.
McKenzie, J. (1991, april). Designing staff development for the information age. From Now On, 1(4) Retrieved on april 1, 2008 from http://staffdevelop.org/adult.html
Murray, J. P. (2002). The current state of faculty development in two-year colleges. New Directions for Community Colleges, 118, 89-97.
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Pierson, M.E. (2001). Technology integration practice as a function of pedagogical expertise. [electronic version]. Journal of Research on Computing in Education, 33(4), 413-430.
Prensky, M. (2001). Digital game-based learning. Boston: mcGraw-hill.
Rogers, D.L. (2000). A paradigm shift: Technology integration for higher education in the new millennium. Educational Technology Review, spring/summer, 1927.
Rogers, E. (2003). Diffusion of innovations. Fifth edition. New York, nY: The free Press.
Rups, P. (1999). Training instructors in new technologies. T.H.E. (Technological Horizons in Education) Journal. Retrieved on november 21, 2005 from http://www.thejournal.com/magazine/vault/a2099.cfm
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: doubleday currency.
Schön, D.A. (1973) Beyond the stable state. Harmondsworth, UK: Penguin.
Strehle, E., Whatley, A., Kurz, K. & Hausfather, S. (2002). Narratives of collaboration: inquiring into technology integration in teacher education. Journal
Swain, C. (2005). Technology in teacher education: Faculty visions and decision making. Paper presented at the national education computing conference. Retrieved 22 June 2006 from web.oregon.edu/isTe/uploads/necc2005/KeY_64473637/swain_swainnecc2005_RP.pdf
Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science,12, 257-285.
Tapscott, D. (1998). Growing up digital. NY, mcGraw hill.
Teclehaimanot, B. & Lamb, A. (2005). Workshops that work!: building an effective, technology-rich faculty development program. Journal of Computing in Teacher Education, 21(3), 109-115.
Vannatta, R. (2000). Evaluation to planning: Technology integration in a school of education. Journal of Technology and Teacher Education, 8(3), 231-246. Waddoups, G. L., Wentworth, N., & Earle, R. (2004). Teaming with technology: a case study of a faculty design team developing electronic portfolios. Journal of Computing in Teacher Education, 20(3), 113-120.
Warschauer, M. (2003). “dissecting the “digital divide”: a case study in egypt.” The Information Society, 19, 297-304.
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, nY: milken family foundation and educational Testing service.
Willis, E. M., & Raines, P. (2001). Technology in secondary teacher education. T. H. E. Journal (Technological Horizons in Education), 29(2), 54. Retrieved October 1, 2005, from http://www.thejournal.com/magazine/vault/a3638.cfm

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Abbott, J. A., & Faris, S. E. (2000). Integrating technology into pre-service literacy instruction: a survey of elementary education students’ attitudes toward computers. Journal of Research on Computing in Education, 33 (2), 149-161.

[2] Backer, P. & Saltmarch, M. (2000). Development of an effective multimedia/www training model for faculty. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 39-43).

[3] Beisser, S. (2000). Technology mentorships in higher education: an optimal match for expanding educational computing skills, in B. Gillan & K. Mcferrin (eds.) Faculty Development. ERic document (ed444497).

[4] Bell, R., & Hofer, M. (2003). The curry school of education and long-term commitment to technology integration. Contemporary Issues in Technology

[5] Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100. Blair, K. & Madigan, D. (2000). Involving faculty in faculty development: a Recursive model. In C. Crawford et al. (eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2000 (pp. 418-423). Chesapeake, Va: aace.

[6] Brewer, S. (1997, summer). What works. Portland: northwest Regional educational laboratory. Retrieved february 2, 2008 from http://www.nwrel.org/nwedu/summer_97/article7.html

[7] Brzycki, D. & Dudt, K. (2005). Overcoming Barriers to Technology Use in Teacher Preparation Programs. Journal of Technology and Teacher Education,13 (4), 619-641. Norfolk, Va: aace.

[8] Chatel, R. (2002). Empowering higher education faculty to use technology to enhance teaching and learning: a peer-mentoring program. In B. Gillian

[9] Chuang, H., Thompson, A., & Schmidt, D. (2003, summer). Faculty technology mentoring programs: major trends in the literature. Journal of Computing in Teacher Education, 19, 101-106.

[10] Cifarelli, V. V. (1998). The development of mental representations as a problem solving activity. Journal of Mathematical Behavior, 17(2), 239-264.

[11] Clark, F. (2002). Faculty development. Retrieved march 21, 2008, from http://pt3.altec.org/stories/texas_a&M.html

[12] Cohen, D.K. & Hill, J. (2001). Learning policy: When state education reform works. New haven, cT: Yale University Press.

[13] Cooley, N., & Johnston, M. (2000, september/October). Why can’t we just get on with it? forces in P-16 education that complicate the integration of technology into teaching and learning. The Technology Source. Retrieved february 15, 2008 from http://technologysource.org/?view=article&id=428

[14] Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, ca: sage Publications.

[15] Gallant, G. (2000). Professional development for web-based teaching: Overcoming innocence and resistance. New Directions for Adult and Continuing Education, 88, 69-78.

[16] Hagner, P. R. (2001). Interesting practices and best systems in faculty engagement and support. Final report, nlii focus session held in seattle in february 2000. Retrieved february 17, 2008 from http://www.educause.edu/ir/library/pdf/nli0017.pdf

[17] Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12 (2), 239-262. Norfolk, Va: aace.

[18] Kelly, J. T., & Leckbee, R. (1998). Reality check: What do we really know about technology and how do we know it? Syllabus, 12(1), 24 26.

[19] Levin, D. & Arafeh, S. (2002). The digital disconnect: The widening gap between Internet-savvy students and their schools. Pew internet and american

[20] Maduakolam, I., & Bell, E. (2003). A product-based faculty professional development model for infusing technology into teacher education. Contemporary

[21] Mccoy, A. H. (2000). Building a vision for technology integration. In crawford, C., Willis, D., carlsen, R., Gibson, I., mcferrin, K., Price, J., & Weber, R. (eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2000 (pp. 451-456). Chesapeake, Va: aace.

[22] McKenzie, J. (1991, april). Designing staff development for the information age. From Now On, 1(4) Retrieved on april 1, 2008 from http://staffdevelop.org/adult.html

[23] Murray, J. P. (2002). The current state of faculty development in two-year colleges. New Directions for Community Colleges, 118, 89-97.

[24] Nardi, B.A. (1999). Introduction. In nardi, B.A. & Engeström, Y. (eds.). A web on the wind: The structure of invisible work (pp. 1-8). Special issue of Computer-Supported Cooperative Work, 1 & 2, 1-167.

[25] National council on the accreditation of Teacher education (ncaTe) (2006). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, dc. Retrieved on april 1, 2006 from http://www.ncate.org/public/unitstandardsRubrics.asp?ch=4

[26] National staff development council. (1995). Standards for staff development. Oxford, Ohio: national staff development council.

[27] Norton, P., & Sprague, D. (2001). Technology for teaching. Needham heights, ma: allyn and bacon.

[28] Oxford, R., & Yilmazel-sahin, Y. (2004). Enriching teacher education via technology, styles, and strategies. In Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 35563561). Norfolk, Va: aace.

[29] Pierson, M.E. (2001). Technology integration practice as a function of pedagogical expertise. [electronic version]. Journal of Research on Computing in Education, 33(4), 413-430.

[30] Prensky, M. (2001). Digital game-based learning. Boston: mcGraw-hill.

[31] Rogers, D.L. (2000). A paradigm shift: Technology integration for higher education in the new millennium. Educational Technology Review, spring/summer, 1927.

[32] Rogers, E. (2003). Diffusion of innovations. Fifth edition. New York, nY: The free Press.

[33] Rups, P. (1999). Training instructors in new technologies. T.H.E. (Technological Horizons in Education) Journal. Retrieved on november 21, 2005 from http://www.thejournal.com/magazine/vault/a2099.cfm

[34] Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: doubleday currency.

[35] Schön, D.A. (1973) Beyond the stable state. Harmondsworth, UK: Penguin.

[36] Strehle, E., Whatley, A., Kurz, K. & Hausfather, S. (2002). Narratives of collaboration: inquiring into technology integration in teacher education. Journal

[37] Swain, C. (2005). Technology in teacher education: Faculty visions and decision making. Paper presented at the national education computing conference. Retrieved 22 June 2006 from web.oregon.edu/isTe/uploads/necc2005/KeY_64473637/swain_swainnecc2005_RP.pdf

[38] Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science,12, 257-285.

[39] Tapscott, D. (1998). Growing up digital. NY, mcGraw hill.

[40] Teclehaimanot, B. & Lamb, A. (2005). Workshops that work!: building an effective, technology-rich faculty development program. Journal of Computing in Teacher Education, 21(3), 109-115.

[41] Vannatta, R. (2000). Evaluation to planning: Technology integration in a school of education. Journal of Technology and Teacher Education, 8(3), 231-246. Waddoups, G. L., Wentworth, N., & Earle, R. (2004). Teaming with technology: a case study of a faculty design team developing electronic portfolios. Journal of Computing in Teacher Education, 20(3), 113-120.

[42] Warschauer, M. (2003). “dissecting the “digital divide”: a case study in egypt.” The Information Society, 19, 297-304.

[43] Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, nY: milken family foundation and educational Testing service.

[44] Willis, E. M., & Raines, P. (2001). Technology in secondary teacher education. T. H. E. Journal (Technological Horizons in Education), 29(2), 54. Retrieved October 1, 2005, from http://www.thejournal.com/magazine/vault/a3638.cfm

A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration

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