1. ST21 at CSUF for ASTE Science Teachers for the 21 st Century A Model of Science Teacher Preparation California State University Fullerton Workshop Presentation Association of Science Teacher Educators (ASTE) 2010 Annual Meeting, Sacramento, CA Victoria Costa

2. Agenda TIMEACTIVITY 5:30-5:45Introductions and Description of ST21 Model 5:45-5:50Goal 1: Preparing Prospective Science Teachers 5:50-6:25The JASON Project Resources 6:25-6:40BREAK 6:40-7:00Intel ® Teach Resources 7:00-7:10Goals 2, 3, and 4 7:10-7:20ST21 Expected Impacts and Future Directions 7:20-7:30Your Plan of Action

3. Hello I apologize for not being able to present in person, and hope that you are able to use the materials provided to further your technology integration! Please feel free to contact me for further information. This is a topic dear to my heart. Before you move forward in this presentation, please get inspired by watching this 4-minute video clip. It continues to motivate me! Just click on the image below. Vikki Costa vcosta@fullerton.edu Director, Catalyst Center for Advancing Research on Teaching and Learning Math and Science

4. What is the ST21 Model? Description: The ST21 Model emphasizes a technology-rich environment and focus for science teacher preparation in which all aspects of the program are permeated with information, communication, and educational technologies to support teaching and learning in the secondary school classroom. Approach: Technologies are used as research, collaboration, communication, and productivity tools by all participants, including faculty, supervisors, master teachers, candidates, program completers, and students. Course Delivery: Prerequisite and credential courses are offered in face- to-face, hybrid, and 100% Web formats

5. What is the ST21 Model? Features: The technology-rich environment is created through an University-wide focus on academic and information technologies, extensive use of technology by faculty; use of Web-based resources, Blackboard course delivery, audience response systems, podcasted presentations, signature technology assignments and lessons; modeling of The JASON Project curricula; technology competencies met by faculty and teacher candidates; participation of faculty and candidates in Intel® Teach Program; information-rich program Websites, and electronic forms and assessments. Classrooms: Several computer labs are available for classroom instruction, and all classrooms are “smart” in that they include an Internet-connected computer work station with LCD projector and screen.

6. What Needs and Concerns are Addressed by ST21? The development of a technology-rich model of science teacher preparation is in response to multiple concerns: Program completers must be prepared to teach 21 st century science content and skills, many of which are steeped in information, communication, and educational technologies. National and state professional standards for science teachers and teacher education programs dictate the technology competency of program completers. Program data documents from 2003-2006 indicated that science credential program completers rate themselves and are rated by their employers as in need of additional training in technology.

7. Aligned with the Professional Development District model of the Single Subject Credential Program, the ST21 Model centrally positions technology to achieve four major goals: 1. Prepare Prospective Teachers 3. Support School Educators 4. Improve K-12 Student Learning 2. Engage University Faculty Use INFORMATION, COMMUNICATION, AND EDUCATIONAL TECHNOLOGIES to ST21 GOALS

8.  Credential candidates are oriented toward teaching in a Web 2.0 environment and preparing secondary students for the 21 st century as they view demonstrations and modeling of the use of technology tools in their prerequisite coursework. They then use these tools to complete course assignments.  EDSC 304 Introduction to Educational Technology utilizes the Intel ® Teach Essentials curriculum in online, ftf, and hybrid formats  See examples of teacher candidate units at http://mast.wikispaces.com.http://mast.wikispaces.com  See Technology Competency Policy for candidates and faculty.Technology Competency Policy  Credential candidates view demonstrations and modeling of the use of technology tools in classes. They use these tools as they develop and implement lessons and classroom management materials.  See examples of wiki, blog, and social bookmark sites on the MAST Wiki http://mast.wikispaces.com. http://mast.wikispaces.com  Supervisors and Master Teachers complete online candidate evaluations and record observation notes electronically for quick feedback to candidates.  See examples of electronic observations/evaluations at http://ed.fullerton.edu/SecEd/STHandbook/Index.htm. http://ed.fullerton.edu/SecEd/STHandbook/Index.htm GOAL 1: Preparing Prospective Science Teachers

9. Teacher Candidate Resources  Access to Synergy Classroom Laboratory  Vernier LabQuest Probes check-out for secondary classroom use  Access to and practice with Web resources:  Science Education Portaportal Science Education Portaportal  MAST Wiki MAST Wiki  United Streaming, Merlot, Intel Interactive Tools  Limited Laptop Loan for academic year (fall-spring semesters):  Loaded with trial versions of Inspiration, Soft Chalk, Snag It  Loaded with licensed versions of Turning Technologies Audience Response, Inspire Data, Logger Pro, Microsoft Office Word, PowerPoint, and Excel

10. Teacher Candidate Instruction in Science Methods and Seminar  Instruction in and practice of technology-rich lesson planning and implementation with  The JASON Project  Inspire Data  Intel Interactive Tools, Google Earth and Sky  Gizmos, United Streaming, MERLOT, PBS Interactives  Vernier LabQuest Probes and Logger Pro  MS Word, PowerPoint, Excel  Modeling of  Audience Response System  Document Camera  SMART Board  Web-based Resources

11. Synergy Classroom Laboratory  Wireless Internet to accommodate student laptops  Interactive SMART Board  Connected PC Computer Station with LCD Projector  Document Camera  Science Laboratory Stations  Venier Lab Quest Probeware and Logger Pro  Intel Play QX3 Microscopes  Models appropriate safety in the secondary science laboratory.

12. ST21 Resources The JASON Project Intel ® Teach Click on the icons to open presentations for these two programs.

13.  University faculty expand their technology skills and establish positive relationships with secondary school faculty and administrators through professional development experiences, program development, and research.  The University provides both a desktop and laptop, and extensive professional development and software for each faculty member.  Education faculty participate in the Intel Teach Faculty Review to hone their technology skills and identify ways to use Web 2.0 tools to improve teaching and learning. GOAL 2: Engaging University Faculty

14.  District staff grow professionally as part of our part-time faculty pool, receive inservicing in and serve as Master Teachers/Mentors, and teach school-site courses in "EDSC 110, The Teaching Experience: Exploration" to high school juniors and seniors. This course is supported with rich Web resources.  Retired secondary teachers become student teacher supervisors for the credential program. These populations (part-time faculty, Master Teachers/Mentors, Future Teacher Advisors, and supervisors) are encouraged to use technology tools in their roles as instructors, mentors, and supervisors. GOAL 3: Supporting School Educators

15.  High school juniors and seniors are oriented toward teaching in a technology-rich environment as they access resources from the Department Website and view demonstrations and modeling of the use of technology tools in the teaching survey course taught at their school site.  Students in the classes taught by CSUF student teachers use technology tools to learn content. GOAL 4: Improving Student Learning

16.  Increase in faculty use of technology  Increase in availability of technology resources  Use of technology issues and tools for scholarly and creative activity  Faculty positioned as college/ university leaders in instructional technology UNIVERSITY FACULTY TEACHER CANDIDATES STUDENTS SCHOOL EDUCATORS Increase in preservice teacher use of technology for K-12 science instruction University assignments Increase in science teacher use of technologies for K-12 instruction Supporting student teachers Increase in student use of technology for learning science What are the Results of ST21?

17. Instructional Resources – The JASON Project curricula (Monster Storms, Resilient Planet, Infinite Potential), Intel ® Teach curriculum materials, Intel Education interactive tools—Visual Ranking, Intel Showing Evidence, Intel Seeing Reason, Merlot, Soft Chalk, Blackboard, online wikis, blogs, and collaborative document sites Training Resources - Faculty Development Center, Intel ® Education, Vernier Technologies, Turning Technologies, NECC, CUE, Merlot, Department Faculty Funding Resources - Lottery Funds, Grants, Department of Secondary Education, College of Education, University Technology Roll-Out, Math and Science Initiative, Intramural Grants, President’s Mission and Goals Initiative, Private and Corporate Foundations, Extended Education Course Offerings Partners – College of Education, College of Natural Science and Mathematics, Academic Discipline Departments, Community Colleges, PDD School Districts, Orange County Department of Education, University Extended Education Dissemination – National, State, System, Campus, Community New Projects – Online Teaching and Learning Certificate How Do We Support and Sustain the ST21 Model?

18. What are Your Next Steps? 1.Create an Action Plan  Contact Vikki Costa for additional assistance (vcosta@fullerton.edu)vcosta@fullerton.edu  Identify short and long-term goals for professional development, hardware, software, and infrastructure.  Building Consensus  Identifying Questions and Concerns  Analyzing Current Status and Needs  Integrating Instruction  Recognizing Faculty Needs  Identifying Technology Resources  Improving Administrative Processes  Establishing Partners  Evaluating the Process  Sustaining Results 10 STEP ACTION PLAN FOR ST21 DEVELOPMENT

19. Your Next Steps, continued 2.Expand Technology Use in Your Courses  Be systematic  Make a list of all the technology resources that your candidates should be familiar with.  Systematically identify courses in your program for signature assignments and/or demonstrations of these technologies.  Leverage resources  Contact your IT/Faculty Development Center for training opportunities and resources.  Pool resources across departments, schools, and colleges.  Include technology emphasis/inclusion in all internal/external grant proposals.  Move forward  Establish a Technology Competency Policy for students and faculty.  Encourage faculty to make 25% of their classes Web-based.

20. Your Next Steps, continued 3.Make Use of Commercial Resources  Explore The JASON Project resources at www.jason.org. Consider offering a workshop for your preservice teachers.www.jason.org  Contact: Laura Lott llott@jason.orgllott@jason.org  Information on professional development and curriculum: http://www.jason.org/public/store/ps.aspx http://www.jason.org/public/store/ps.aspx  Explore Intel Education’s resources at www.intel.com/education.www.intel.com/education  Contact: Pam Jacobs Pamela.Jacobs@learningpt.orgPamela.Jacobs@learningpt.org  Information on Preservice: http://educate.intel.com/education/teach/pre-service.htm http://educate.intel.com/education/teach/pre-service.htm  Contact Vernier Technologies for free workshops and webinars for your student teachers and faculty.  Contact: info@vernier.cominfo@vernier.com  Website: www.vernier.com/www.vernier.com/

21. Final Comments While it is true that many of our local schools do not yet have the technology resources to accommodate the capacity of our newly prepared science teachers, this is changing. Some schools do have the resources—and most importantly, our students are demanding this approach! All of us are somewhere on the continuum of establishing, maintaining, and expanding the ST21 model—but none of us are as far along as we would like to be. Just keep moving forward! Future goals at Cal State Fullerton are to put our science credential program 100% online, add seminars on using cell phones and delivering science instruction in online formats, and revise our MAST Wiki to include many more examples of how to use technology to improve teaching and learning science. Best wishes in your efforts and please email me with questions, suggestions, concerns. Vikki Costa vcosta@fullerton.edu Director, Catalyst Center for Advancing Research on Teaching and Learning Math and Science