1 Presenter: Jing-Yi Zhao Advisor: Ming-Puu Chen Date: Aug. 19, 2009 Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers technology competency. Computers & Education, 45(4), 383–398.

2 As the student/computer ratio in schools is getting smaller and smaller, more concerns are raised about the preparedness of K-12 teachers to appropriately integrate technology in teaching and learning. Recent calls for educational reform in teacher education stress the need for innovative teacher education restructuring to ensure that preservice teachers not only understand how to use a computer but also how to design high quality technology-enhanced lessons.

3 the instructional design process is sequential, linear and systematic, and begins from a precise plan of action including clear behavioral objectives breaks down complex tasks into simpler sub- components that need to be taught first emphasizes the delivery of pre-selected facts favoring direct methods of instruction, such as drill and practice, and tutorials invests most of the assessment effort in summative evaluations to prove whether the instruction worked or not

4 ※ An ISD model for transforming teacher education method courses with technology

5 the use of ICT tools in science teaching students should be given opportunities to construct artifacts. hypermedia tools offer new methods for structured discovery, address varied learning styles, are motivating and empower students, and allow educators to present information as a web of interconnections rather than a stream of facts. designers of instruction and engage them in a process of inquiry learning.

6 students are guided to collect, access, assess, and integrate sources of appropriate information structure multiple pathways through information

7 participants Multimedia group ： in the fall semester of third-year elementary student teachers Modeling group ： in the spring semester of third-year elementary student teachers ※ Student teachers completed during their freshman and sophomore years two basic computing courses in which they learned Word, Excel, PowerPoint, Internet, and Hyperstudio.

8 Multimedia group choose a topic from the elementary science curriculum that learners have difficulty in understanding, or teachers have difficulty in teaching or presenting search the Web and evaluate Websites suitable for teaching this topic use materials found on the Web to develop computer-based activities using Hyperstudio or Multimedia Builder integrate computer-based activities in an 80-min technology-enhanced lesson for elementary school children to be taught in a school classroom with other planned activities.

9 Modeling group creates objects, which relate to the entities of the scientific system under investigation associate an icon with each object associates variable quantities with each object, called factors factors are designated as causal or affected depending upon the direction of the relationship between them.( support both qualitative and quantitative relationships)

10 1. systematical 2. workshops  discuss 3.Interactive models  correcting misconception

11 Assessment instrument ： evaluate all lesson plans and activities based on the criteria two independent raters ： a doctoral student in science education an expert in instructional technology a Pearson r between the two ratings was found to be 0.91 discuss the disagreements and resolve after discussion

12 F = p = F = p = F = , p = 0.000

13 not significant difference selection of appropriate science topics to be taught with technology use of appropriate technology-supported representations to transform science content significant difference use of technology to support teaching strategies integration of computer activities with appropriate pedagogy in classroom instruction total technology competency

14 not learner-centered as delivery vehicles to electronically present information to learners skills-related difficulties  cognitive load providing training sessions for demonstrating the different software not integrate computer activities with appropriate pedagogy preparing technology-competent teachers in teacher education programs is a challenging pedagogical reasoning(Shulman,1987) pedagogical content knowledge (PCK)

15 successfully infusing technology throughout the teacher education curriculum skills of technology tools supporting various instructional strategies transform the content to make it more accessible to learners change the role of the teacher teacher educators are committed to their course restructuring efforts