1. Preparing Future Teachers for 21 st Century Learning Partnerships that enhance the capacity of pre-service education 2008 Deakin University Faculty of Arts and Education Centre for Educational Leadership and Renewal

2. 2 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region The Challenge ‘The creation of an educational system capable of preparing people to live in the changing world is one of the crucial tasks of modern society’. (Kinelev 2000)

3. 3 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Technology in Education – a vital step forward  Increasing recognition of the role of technology in preparing students for this complex, rapidly changing world is leading to a range of government initiatives that increase access to technology in schools and the community increased alignment of vision, goals and policies across government and education A focus on equipping current and future teachers for 21 st century teaching and learning

4. 4 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Technology in Pre-service Education  To model and teach the use of technology as an effective tool in teaching and learning, Teacher Educators need An understanding of the pedagogical approaches that support the development of 21 st century skills An understanding of the ways to use technology effectively in the classroom Technology skills and resources Scope, time and support to implement the approach in the pre-service curriculum

5. 5 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region A Catalyst for Change  The Intel Teach Program Essentials Course is a teacher professional development program designed to support and facilitate the change to 21 st Century teaching practices  The Essentials Course Focuses on using technology to support student centered, inquiry driven, project based learning Is delivered in both the in-service and pre-service education sectors Consists of 10 separate modules delivered over 40 hours Uses a trainer the trainer model Has been undertaken by over 5 million current and future teachers in over 40 different countries

6. 6 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Evaluation of the Essentials Course in Pre-service (2005-2007)  A three year study of the Pre-service Essentials Course was designed to provide insights into The impact of the Essentials Course on the teaching practice of pre-service teachers following their practicum and when they become teachers after graduating The factors that influence this impact The outcomes for a range of stakeholders within the institutions and schools.  The evaluation involved Ten Asia Pacific countries who were implementing the Essentials Course in their pre-service Independent evaluators within each of these countries Coordination and support by Deakin University, Australia The collection of extensive quantitative and qualitative data

7. Impact in the Pre-service Institution Overall, when implemented effectively the pre-service Intel Teach Essentials Course is having strong, positive impact on many pre-service teachers, teacher educators and Teacher Education institutions.

8. 8 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Impact on the Institution  Adoption of improved and updated curriculum and teaching approaches in line with the latest trends and directions in education 94% of institutions considered the Intel Teach Essentials Course to be a new approach to teaching (51% very new and 43% moderately new)  Increased standing within the educational community  Greater employability of their graduates  More motivated and skilled teacher educators

9. 9 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Impact on the Teacher Educators  A shift from lecture style to student centered, collaborative approaches  Increased computer skills and use of technology  More objectivity and breadth in their assessment of pre-service teachers  Greater enthusiasm and motivation

10. 10 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Impact on the Pre-service Teachers  Changes in the way pre-service teachers learn An ability to communicate their ideas and opinions more confidently Improved presentation skills and quality in their work Use of multiple resources to generate inquiry based learning Increased independence in and responsibility for their learning, time management and endurance Increased creativity, higher order thinking, problem solving, resourcefulness  Greater understanding of the connection between teaching and learning and technology, and ways to use the technology more meaningfully in the classroom  Increased computer competence

11. 11 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Key Factors in Effective Implementation  The Essentials Course was found to be most effective where: The modules delivered and hours of delivery were closely aligned to the full program The focus was on integrating technology into the curriculum using student centred project based learning approaches (rather than the development of computer skills) Pre-service teachers gained the capacity and encouragement to apply the approach in a range of curriculum contexts. A sizable proportion of teacher educators were trained, ensuring a common approach is modelled and elements of the program are more readily referenced and promoted across many learning areas in the pre-service course. There was adequate access to technology resources Participants could gain credit towards their pre-service qualification

12. Impact in the Classroom Opportunity to practice the Essentials Course learnings and to implement the learnings when they become teachers is mixed. However, those who have the opportunity are very positive about the outcomes

13. 13 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Opportunities to practice their learnings 57%conducted technology integrated lessons during their practicum. 72% observed technology integrated lessons during their practicum 58%indicated that they were able to use or adapt their unit plan 72% implemented project based learning approaches

14. 14 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region The impact of the opportunities to practice 93%gained confidence in their ability to integrate technology in their curriculum 96% gained a better understanding of the requirements for effective technology based teaching 95%felt that the students were motivated 96% saw positive outcomes for the students 96% consider technology will be part (most to a moderate or large extent) of their teaching practice when they become a teacher 97%+ consider project based learning, Essentials Questions and group work will be part of their teaching practice (most to a moderate or large extent)

15. 15 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Impact of the Essentials Course on the ‘new teachers’  76% of the ‘new teachers’ have engaged in technology based lessons since they commenced their teaching position

16. 16 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Applying the learnings in the classroom  Many new teachers are applying the Learnings from the Essentials Course in their classrooms 56% of new teachers have used all or part of the project based unit plans developed in pre-service 73% of the ‘new teachers’ have developed new Unit Plans based on the Intel Teach approach  Project based learning approaches, using technology where possible, included Use of Essential Questions (91% use them to some extent) Students working in groups (81% to some extent) Activities that develop higher order thinking (68% to some extent) Independent research using the internet (63% to some extent) Students using technology to produce and present their own work (63% to some extent)

17. 17 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Challenges to the conduct of technology based lessons  The main reasons for not implementing technology based lessons and the main challenges for those who did relate to Inadequate technology resourcing and accessibility. Low levels of encouragement from the schools The approach to teaching within the school was very traditional It did not fit with their required curriculum There was insufficient time for preparation and implementation in the computer laboratory

18. 18 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region The impact on students  New teachers felt that the use of technologies had a very positive impact on student learning when compared to lessons in which technology was not used. Impact on Students Agree or strongly agree Students were motivated and actively involved in the lesson90% Students developed greater skills and confidence in using computers87% Technology based lessons addressed students’ different learning styles84% Students worked together more often83% Students were able to communicate their ideas and opinions with more confidence82% Students showed more in-depth understanding of content79% Students learned more independently84% Students took more responsibility for their own learning85% Students demonstrated greater critical thinking and construction of ideas80% Students demonstrated greater creativity than in previous comparable assignments84%

19. 19 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Extending the impact across the school True or somewhat true Indicators of ‘new teacher’ influence within the school 72% ( 47% somewhat) Shared their learnings from the Essentials Course with other teachers 49% (36% somewhat) Had their unit plan implemented by other teachers in their school. 72% (54% somewhat) Influenced other teachers to integrate technology into their teaching practice 58% (42% somewhat) Worked with other teachers to develop and implement new technology based units 64% (45% somewhat) Influenced the school to become involved in the Intel Teach Essentials Course 80% (50% somewhat) Have seen an increase in the extent to which there is whole school support and commitment to the integration of technology based learning.

20. 20 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Quality of the Essentials Course training  93% of the ‘new teachers’ considered the Essentials Course had been a valuable addition to their pre-service teacher training  They agreed that the practicum opportunities gave them confidence, understanding and motivation to implement technology based teaching practices

21. A Partnership Approach The development of partnerships between Intel, Ministries of Education, other pre-service governing bodies, Teacher Education Institutions and schools has been instrumental in initiating and sustaining the Essentials Course Pre-service

22. 22 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Working towards effective implementation  Ministries of Education and other pre-service governing bodies have raised the profile of the Intel Teach Essentials Course in the pre-service sector and facilitated its robust adoption  Strong leadership commitment within Teacher Education Institutions has been instrumental in overcoming the challenges regarding technology resources, timetabling and resistance to change.  Leading Teacher Education Institutions who became early adopters of the program have provided a model of high quality implementation, instilled confidence in others exploring the option of involvement and shared their ideas and strategies for successfully implementing the program

23. 23 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Generating Teacher Educator commitment & collaboration  Individual Teacher Educators with strong commitment to the program have contributed significantly to the success of the program.  Teacher Educator commitment has been further increased through Training a substantial number of Teacher Educators Creating an Intel Teach team or management committee to coordinate the implementation of the Essentials Course and additional activities around this Increasing the networking opportunities for Teacher Educators

24. 24 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Linking Teacher Education Institutions and Schools  The Essentials Course has provided the foundation for establishing relationships that benefit the in-service and pre-service sectors Some institutions are providing the location and technology resources for schools to undertake the Essentials Course, as well as Teacher Educators to deliver it Approaches to teaching and learning are aligned through ongoing dialogue and collaboration between teachers and teacher educators Better understanding of the school context has led to relevant changes in the pre-service curriculum Online networks have been established for teachers and pre-service teachers to share ideas and learnings Opportunities for the pre-service teachers to practice their learnings have increased Employment opportunities for the pre-service teachers have increased

25. 25 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Building on Success  Teacher Education Institutions and often governing organisations are working together with Intel to build on the success and increase the reach of the program. Ongoing updates and localisation of the program ensure it addresses their needs Evaluation of the program informs ongoing improvement Establishing technology in education networks has enabled the sharing of ideas and practices at a local, country and global level Promoting the program and its successes is encouraging others to be involved

26. 26 Intel® Teach Essentials Course Pre-Service Evaluation – Asia Pacific Region Conclusion The Intel Teach Essentials Course - pre-service is showing its potential as a model which will have a profound effect over the long term, preparing each generation of new teachers to implement and upgrade teaching practices that will shape the ‘learning atmosphere’ and equip students for the rapidly changing needs of the 21st century For further information regarding the Intel Teach Essentials Course visit: http://www.intel.com/education/teach For further evidence of the impact of the course visit: http://www.intel.com/education/evidenceofimpact/index.htm?iid=teach+impact http://www.intel.com/education/evidenceofimpact/index.htm?iid=teach+impact