TICKIT Overview and Research: Rural Teacher Technology Integration Curtis J. Bonk, Indiana University June 24,

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 Reports to colleagues and school “giveback” 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

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: 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 ComponentsDescription 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. Structure Core Garet, Porter, Desimone, Birman, and Suk-Yoon, 2001

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 % % % % Applicants % Total %

Results 2/2 Factors Means TICKIT Completers  TICKIT Applicants  tSig.  Effect Size 1.Technology Integration *** Technology Limitations  **.63 3.Technology Resistance 4.37  **.80 4.Computer Proficiency *** Learner-centered Instruction ***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) Possible High Score

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 ===============================  Need to Look at student projects now  Need to look at growth over a year

Ok, who’s got the TICKIT?