1. Are Teachers “TechReady?” Evaluating Technology Competencies of Preservice Teachers Delwyn L. Harnisch University of Nebraska, Lincoln Michael L. Connell University of Houston Ronald J. Shope Grace University, Omaha

2. Global Factors  Changing Technology Satellite truck images Cell phones Computers Palm-tops  Changing global economy  Changing global workplace

3. Implications for Educators  Technology training for children  Use technology in student-centered learning

4. Instructional and Motivational Factors Real-World Learning Contexts Student Centered Learning Environment Connections to Outside Experts Visualization and Analysis Tools Scaffolds for Problem Solving Opportunities for Feedback Reflection and Revision

5. Are Teachers “TechReady?” Evaluating Technology Competencies of Preservice Teachers Delwyn L. Harnisch University of Nebraska, Lincoln Michael L. Connell University of Houston Ronald J. Shope Grace University, Omaha Presentation URL: www.mste.uiuc.edu/courses/pt3fa00/harnisch/SITE2002/SITEtechready

6. Critical Need for TechReady Teachers  NEA and NCATE view technology skills as critical  ISTE Framework Technology Operations and Concepts Planning/Designing Learning Environments and Experiences Teaching/Learning and Curriculum Assessment and Evaluation Productivity and Professional Practice Ethical, Legal and Human Issues

7. Four Questions  Perception of technology relative to support  Changes in learning  Changes in the teaching process  Changes in learning context -McCombs 2001

8. Technology Competence Assessment Issues  Process Vs. Product  Definition of Knowledge Simple Awareness Knowing through experience or association  Definition of understanding Mental grasp of material (awareness) Interpretation of content (expertise)

9. Aligning Scale Items to ISTE Standards Knowledge Rating Scale ItemsISTE Standards Basic Computer OperationsTechnology operations and concepts Basic Communication ToolsProductivity and Professional Practice Planning Technology-Rich Learning Activities Planning/Designing Learning Environments/Experiences Plan multiple strategies to facilitate critical thinking about electronic information Teaching/Learning and Curriculum Use multiple strategies to support learner-centered activities and meet diverse needs Ethical/Legal Social Issues Use Technology to facilitate effective assessment and evaluation strategies Assessment and Evaluation

10. Knowledge Rating Scale: Levels of Proficiency  Converse about content in general ways  Relate Content to broader non- technical issues  Give explanations about critical concepts  Apply knowledge to challenging practical problems  Give expert advice

11. Knowledge Rating Scale: Extent of Professional Knowledge 1 “Not At All” 7 “A Great Extent”

13. Research Study Sample  University Undergraduates in Preservice Teacher Education Program (n = 53)  Survey administered online at end of methods course prior to student teaching  Sample reflects the demographic makeup of candidates in teacher education program by sex and ethnic representation

14. Findings: Composite Knowledge Proficiency

15. Conclusions  Rethink concept of “school.”  Add learner-centered activities  Expect teachers to know how to integrate technology into teaching

16. Applications of Technology Competencies Knowledge Rating Scale  Monitor quality of technology competencies of candidates in preservice teacher education programs at various times Entry level Before and after technology training Before and after methods courses Upon exit following Student Teaching  Self reflection of technology competencies by supervising classroom teachers working with our student teachers

17. Are Teachers “TechReady?” Evaluating Technology Competencies of Preservice Teachers Delwyn L. Harnisch University of Nebraska, Lincoln Michael L. Connell University of Houston Ronald J. Shope Grace University, Omaha Presentation URL: www.mste.uiuc.edu/courses/pt3fa00/harnisch/SITE2002/SITEtechready