1. Teacher Professional Development and Technology Integration: Time to Get the TICKIT?
Curt Bonk, Indiana University
Co-Director of TICKIT Program
Associate Professor
President, CourseShare.com

2. Are you ready?

3. But There’s a Problem! (Duffy, 2002)
80% teachers not prepared to integrate technology into teaching. (National Center for Education Statistics, 1999)
Preservice instruction often focuses on stand alone “technology” courses. (Siegel, 1995)
70% of courses focus on hardware, Internet use, and software use
Focus should be on learning with technology rather than about technology (1997 President’s Panel on Educational Technology)

4. The Challenge
“In the global digital economy, technology is rapidly changing how people live and work. Now we need to harness technology to benefit our nation’s schools, communities, and most importantly students.”
– CEO Forum Year 4 Report, 2001

5. The Challenge
“If teachers have access to ‘next generation’ professional development, they will acquire the proficiencies, insights, and experiences needed to use technology effectively with their students.”
– Eight Steps to Highly Effective ‘Next Generation’ Professional Development for Learning and Technology, Indiana Department of Education, 2001

6. Four Projects at the Center for Research
on Learning and Technology, Indiana University

7. One Arm is Professional Development

8. Technology Professional Development workshop participants practice their new skills.

9. Workshop participants collaborate on Web page design

10. One Arm is Research (mostly on professional development)

11. #1. Quest Atlantis Project
Quest Atlantis is a Web-based community-driven, meta-game built using 3D technologies and that combines elements of play, role playing, adventure, and learning, …
… allowing 9-14 year old children from diverse socio-economic backgrounds to virtually travel to 3-D, worlds where they select engaging quests, talk with other Questers and mentors, and build virtual persona.

12. Legend of Atlantis Atlantis is facing impending disaster
Disaster is a result of lost values and corrupt leadership
A Council of Elders opened a portal to find help
Children of the Earth can use this portal to save Atlantis
Centers have been created to access the portal
Children must save Atlantis and avoid our common fate

15. #2. Inquiry Learning Forum

19. #3. Learning to Teach with Technology Studio

20. A New Type of Professional Development
The Learning to Teach with Technology Studio is a Web-based professional development system offering quality instruction in quality K - 12 technology integration designed for educators.

21. LTTS Goals To help educators…
Integrate technology with a significant and positive impact on student learning
Develop inquiry lessons to promote students’ critical thinking skills
Provide support for learning with anytime, anywhere professional development

22. LTTS Features Short courses (25 growing to 55+) On the web
Start anytime and move at own pace
Focus on technology integration in inquiry lessons and projects
Problem-centered modules
Practical and educational
Facilitated
Standards-based (ISTE NETS and national academic standards)

26. LTTS Self-Assessment

27. Teacher Institute for Curriculum Knowledge about Integration of
TICKIT
#4. TICKIT
Teacher Institute for Curriculum
Knowledge about Integration of
Technology (

28. What is Technology Integration?
Technology integration is when a teacher thinks about and utilizes technology to accomplish some teaching and learning goal. It is integrated when the thought and action occur seamlessly. It is integrated when the learners do not need extensive direction or training with each new tool or technology. It is integrated when the form of the technology is not prespecified and the teacher does not describe him or herself a certain type of technology teacher (e.g., a Web instructor or an expert at movie digitalization).
(Bonk, March 7, 2001)

29. What is Thoughtful Use of Tech?
Thoughtful use of technology enhances, extends, or transforms one's teaching and learning environment. It can enhance it by enabling learners to do something they could not before. It can extend it by enabling learners to work with others or other resources that they could not before. And it can transform it by enabling learners to generate content or curriculum materials for the class.
(Bonk, March 7, 2001)

30. Why Are Teachers Resistant? Hannafin and Savenye (1993)
Believe the software is poorly designed
Become frustrated in how to use.
Do not want to look stupid
Do not believe that computers enhance learning
Fear losing control and being in the center
See computers competing with other academic tasks
See time and effort to use as too great
Fear upsetting unsupportive administrators

31. What Skills Do We Need to Promote in 21st Century???
Locate and select information
Segment info into useful categories
Interpret and summarize information from multiple sources
Collaborating productively in teams
Understanding multiple perspectives
Reasoning and thinking critically

33. Overview of TICKIT In-service teacher education program
Rural schools in southern Indiana
Yearlong, 25 teachers from 5 schools
Primarily school-based
Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University

34. TICKIT Overview (con’t)
Just completed our fourth year
Funded for at least
Cohorts of five teachers from each school corporation
Usually 5-6 corporations
First two years all grade levels; now MS & HS only

35. TICKIT Program Description: Program Elements
Teach two class technology projects
Give back to school
Asynchronous conferencing
Progress reports and idea exchange
Action research and reporting
Written reports to course instructor
Oral report to TICKIT colleagues
Oral report to a local school group
Formal report at a state conference

36. 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

37. TICKIT Goals Knowledge, skill, & confidence
Thoughtful infusion of technology
Help schools capitalize on their technology investments
Deeper student learning
Leadership cadres in schools
Link schools and university

42. 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

43. Technology Integration Ideas
Collab with students in other countries
Make Web resources accessible
Experts via computer conferencing (or interview using )
Reflect & Discuss on ideas on the Web.
Put lesson plans on Web.
Peer mentoring.
Other: role play, scav hunts.

46. TICKIT Techniques Reading Reactions Debates
Critical Friend Interactions
Expert Chats and Team Chats
Web Resource Reviews
Free Technology Reviews
Technology Integration Reviews
Thoughtful Reflections
Role Play
Gallery Tours

47. 1. Reading Reactions Give a set of articles.
Post reactions to 3-4 articles that intrigued them.
What is most impt in readings?
React to postings of 3-4 peers.
Summarize posts made to their reaction.
(Note: this could also be done in teams)

49. 2. Instructor Generated Virtual Debate (or student generated)
Select controversial topic (with input from class)
Divide class into subtopic pairs or quads: 1-2 critics and 1-2 defenders.
Assign each pair a perspective or subtopic
Critics and defenders post initial position stmts
Rebut person in one’s pair
Reply to 2+ positions with comments or q’s
Formulate and post personal positions.

51. 3. Critical/Constructive Friends, Email Pals, Web Buddies
Assign a critical friend (perhaps based on commonalities).
Post weekly updates of projects, send reminders of due dates, help where needed.
Provide criticism to peer (I.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening.
In effect, critical friends do not slide over weaknesses, but confront them kindly and directly.
Reflect on experience.

53. 4. Electronic Guests & Mentoring
Find article or topic that is controversial
Invite person associated with that article (perhaps based on student suggestions)
Hold real time chat
Pose questions
Discuss and debrief (i.e., did anyone change their minds?)
(Alternatives: Interviews with experts
Assignments with expert reviews)

55. 5. Web Resource Reviews

56. 6. Free Technology Reviews

57. 7. Technology Integration Reviews

59. 8. Thoughtful Reflections
on Teaching

60. 8. Thoughtful Team Reflections

61. 9. Role Play A. Role Play Authors B. Assume Persona of Scholar
Write a reading reaction, debate, or reflection paper as if you were one of the authors
B. Assume Persona of Scholar
Enroll famous people in your course
Students assume voice of that person for one or more sessions
Post a word debate to one or more of the readings as if you were that person. Enter debate topic or Respond to debate topic
Respond to rdg reflections of others or react to own

62. 10. Gallery Tours Assign Topic or Project
(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)
Students Post to Web
Experts Review and Rate
Try to Combine Projects

63. 10. Gallery Tours

64. Basically Allow for Pedagogical Choice
Give many choices.
Allow to complete any of them.
Provide structure on due dates.
Send reminders.

66. Paper #1. The TICKIT Program Model (in review, Journal of Educational Computing Research)
Classroom Curriculum Projects
Provide structure for teacher goal-setting and implementation
Apply what learn by developing and teaching units
Teacher Choice
Do not persuade to use a particular theory or method
Urge teachers to integrate technology into what they already do to add value
Present an array of possibilities for integration projects

67. TICKIT Program Model, Con’t
Expect Systematic Evaluation, Self-reflection, and Revision of Practice
Provide for electronic and face to face collaboration with colleagues and coaching by TICKIT staff
Provide audiences and venues for reports and reflections on practice
Provide a Structure for Leadership Cadres to Assist Other Teachers Locally

68. Figure 1: Model of TICKIT Program Components and Outcomes
Workshops:
Tools
Pedagogy
Share Ideas
Reflect on Projects
TICKIT Teacher
Local Reports to
And Interaction
With Teacher
Colleagues
Reports to TICKIT
Staff, Peers & Other
Teachers at
Conferences
Reflection,
Action Research
On Classroom
Projects
Individual ,
Phone, Asynchronous & In-Person
Coaching By
TICKIT Staff
Electronic Collaboration:
Project Progress Reporting
Reading and Reflection
Constructive Friend Interaction
Technology Reviews
Expert Chats
Teacher Prior:
Knowledge
Skill
Confidence
Motivation
Beliefs
Individual TICKIT
Teacher:
Other Professional
& Staff Development
Experiences & Programs
TICKIT Program Elements:
School-Level
Outcomes
Models of Technology Integration
Colleague Support by TICKIT Cohort:
Value Added by
Technology
Integration in
Classroom Teaching
& Learning
Student
Learning
Create,
Teach,
Assess,
Revise
Classroom
Figure 1: Model of TICKIT Program Components and Outcomes
Assessment of
Project by:
Other Teachers

69. Paper #2. Online Pedagogy & Mentoring (in press, Technology and Teacher Education)
Effectiveness of reading reactions, debates, and critical friend activities
Frequency of discussion categories
Dialogue content and depth
Justification (support of claims)
Scaffolding and apprenticeship
Attitudes toward dialogue

71. TICKIT Staff Mentoring & Assistance
(Direct Instruction and explanations = 0;
Feedback = 24%, Social Acknowledgements = 24%)
(Bonk, Ehman, & Hixon, 2000)

72. Surface vs. Deep Posts Surface Processing In-depth Processing
making judgments without justification,
stating that one shares ideas or opinions already stated,
repeating what has been said
asking irrelevant questions
i.e., fragmented, narrow, and somewhat trite.
In-depth Processing
linked facts and ideas,
offered new elements of information,
discussed advantages and disadvantages of a situation,
made judgments that were supported by examples and/or justification.
i.e., more integrated, weighty, and refreshing. 86

73. Findings: Peer Social Discourse
Focus: 50% on teaching and school experience
Off Task: 7% total; nearly all in critical friends
Referencing: approximately 50% more peer praise in critical friend activities.
Referencing: referred to own teaching 3 times more often than to others (i.e., egocentric)
Justification: 77% claims unsupported; 20% referenced classroom & other experience
Depth: about 80% of posts at surface level

74. Other Findings
Critical friend dialogue involved more peer support, help requests, social acknowledgements
Critical friend postings perceived more beneficial to classroom practice
Reading reactions & debates involved more content focus
Reading reactions & debates viewed as “just another task”
They would recommend electronic conferencing to other teachers

75. Critical Friend Post Example
“Beverly: Before I forget, I want to thank you again for your invaluable help at the ICE conference. I get used to using a particular piece of equipment or program, and it’s hard for me to adapt quickly. You saved the day. One thing I have learned from using technology is that we need to depend upon each other for support. We are all in this boat together.”

76. Critical Friend Post Example
“This is going to sound ‘gushy’ but I JUST LOVE TO READ YOUR WRITING! What a vocabulary you have! OK, are you/were you a language arts teacher, do you read a lot (sic), did you take Latin, or are you just plain smart? You have a real talent! As I read your response to the article…I found myself being pulled right in. You really had some thought-provoking comments. And at the end of a teaching day, the fact that anyone could get me to think is something. …”

77. TICKIT Teacher Evaluation Examples
“Thank you! A poor tired out “old broad” has a new lease on teaching”
“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. It has also had the most impact on my teaching and subsequently, my teaching.”

78. Paper #3. Levels of Technology Implementation (LoTi)
Determine the presence of possible relationships between long-term professional development and teachers’ levels of technology implementation.
Explore these relationships and discuss implications that such relationships have for professional development.

79. Apples and Oranges. . .but CBAM ACOT LOTI Awareness Informational
Personal
Management
Consequence
Collaboration
Refocusing
Entry
Adoption
Adaptation
Appropriation
Invention
Non-use
Exploration
Infusion
Integration--M
Integration--R
Expansion
Refinement

80. What? Who? When? Participants--Five cohorts of teachers Survey
Three from past (85 teachers); one from the present (25 teachers); one from the future (28 teachers in control)
Survey
23 Questions dev by TICKIT staff
LoTi instrument (50 questions)
10 subscales
Eight levels of implementation
Current instructional practices
Personal computer use

81. Sample LoTi Questions
I am motivated to find ways to use the older as well as the newer computers in my classroom.
I access the Internet quite frequently.
I allocate time for students to practice their computer skills on the classroom computer(s).
I prefer that my students go to a computer lab for instruction without me.
It is easy for me to design student-centered, integrated curriculum units that use the classroom computer(s) in a seamless fashion.

82. Additional Questions
Do you have an Internet connection in your classroom?
Estimate how many hours of curriculum-based professional development (e.g. performance-based assessment, thinking skills strategies, inquiry-based learning) you have received over the past two years.
Describe one or two ways that you use or have used technology in your classroom that have the most impact on student learning.

83. Initial Results

84. Means of LoTi Instrument
Level of Technology
Implementation
Grouping N
Mean
Std. Deviation
Std. Error
Non-Use
Cohort 14
8.5000
All other Cohorts 51
6.1961
.74255
Expansion 53
.82000
Refinement 48
.99641

86. Conclusions and Discussion
Long-term professional development seems to have an effect on teachers’ levels of technology implementation especially in the upper two levels expansion and refinement.
Construct validity of LoTi in question.

87. Overall TICKIT Findings and Conclusions

88. Six Overall Lessons Learned
Avoid Teachers Who Are Compelled By School Administrators Into Participating (and do always believe admin)
Teachers Respond to Challenge, High Expectations
Requiring Projects in a Graduate Course Framework Creates Stress But Pays Off For Most Teachers
Asynchronous Conferencing Requires a Lot of Structure and Meaning For Teachers
Teach Technology Use in Teacher’s Environment
A Local Leader is Important For a Cohort of Teachers

89. 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

90. Questions We Still Need to Answer
Does student learning increase as a result of TICKIT?
Do TICKIT teachers continue to infuse technology into their curriculum?
Are “communities of practice” being built?
Is there a TICKIT impact with other teachers?
Can we short-circuit phases of teachers’ technology infusion development (ACOT)?

91. Ok, who wants a TICKIT. And, who has a TICKIT. http://www. iub