PUBLICATIONS & PROCEEDINGS
Research has been ongoing and used as a way to shape our progression, next steps, and professional development model. Our studies document both the growth in teacher candidates' TPACK knowledge and the simultaneous changes in faculty who learned to teach technology-infused courses. We also document some organizational, system-wide changes.
The phases of tech infusion in our college are listed below.
I. BENCHMARKING
Foulger, T. S., Wetzel, K., Buss, R., & Lindsey, L. (2012). SIGTE Research Paper Award—Preservice teacher education: Benchmarking a stand-alone ed tech course. Presented at the International Society for Technology in Education’s Annual 2012 Conference, San Diego.
This conference paper received the Research Paper Award from the International Society of Technology in Education for 2012. See https://asunews.asu.edu/20120717_isteaward .
******
Foulger, T. S., Buss, R. R., Wetzel, K., & Lindsey, L. (2012). Preservice teacher education: Benchmarking a stand-alone ed tech course in preparation for change. Journal of Digital Learning in Teacher Education, 29(2), 48-58.
Abstract: In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University’s Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course. Educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Our first step was to conduct this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates’ confidence and TPACK scores increased in the standalone course. We will share benchmarks that arose from the study with program developers for adoption or adaptation to the new technology- infused courses where appropriate. Findings may also be useful to other teacher credentialing institutions that are changing to a technology-infused instructional approach. (Keywords: technology integration, TPACK, benchmarking, technology course, preservice teacher education)
Research Questions
RQ1: How and to what extent does the standalone course prepare candidates to integrate technology in teaching and learning?
RQ2: What benchmarks from the standalone course would be useful for program developers of the integrated model?
******
Buss, R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2014). Preparing teachers to integrate technology into K-12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Paper presented at the American Educational Research Association Annual 2014 Conference, Philadelphia, PA.
This paper received the TACTL (Technology as a Change Agent in Teaching and Learning) Research Paper award for 2014.
II. INITIAL INFUSION EFFORTS
Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2013). Infusing educational technology in methods courses: Successes and dilemmas. Paper presented at International Society for Technology in Education’s Annual 2013 Conference, San Antonio, TX.
Wetzel, K., Foulger, T. S., Buss, R., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Success and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89-103. doi:10.1080/21532974.2014.891877. Available at http://www.tandfonline.com/doi/full/10.1080/21532974.2014.891877
This article won the journal’s annual Research Paper Award for 2015, highlighting potential to impact the field of technology integration in teacher education. It also has the most views and most downloads for this journal for 2014. See http://www.tandfonline.com/action/showMostReadArticles?journalCode=ujdl20#.VLxs5edbytw
******
Wetzel, K., Foulger, T. S., Buss, R., & Lindsey, L. (2015, June). Infusing educational technology in teaching methods courses: Success and dilemmas. Journal of Digital Learning in Teacher Education. 30(3), 89-103. doi: 10.1080/21532974.2014.891877. Invited paper presented at the International Society of Technology in Education Annual 2015 Conference, Philadelphia, PA.
This presentation was invited, based on the JDLTE 2014 Research Paper award for best paper given to the paper from volume year with most potential for impact to the field.
Abstract: In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine-tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands-on learning with a focus on content and pedagogical uses of technology.
Research Questions
How well and to what extent were candidates prepared to teach P-12 students to use and integrate technology in to meet content and pedagogical standards?
******
Foulger, T. S., Wetzel, K, Buss, R. R., & Lindsey, L. (2014). Tech infused methods courses: Instructors’ professional development in TPACK. Paper presented at the International Society of Technology in Education Annual 2014 Conference, Atlanta, GA.
******
Foulger, T. S., Buss, R. R., Wetzel, K., Lindsey, L. (2015). Instructors’ growth in TPACK: Teaching technology-infused methods courses to pre-service teachers. Journal of Digital Learning in Teacher Education, 31(4), 134-147. doi:10.1080/21532974.1055010 Available at www.tandfonline.com/eprint/aQtdfBvKMBDvVr8j4HA5/full
Abstract: We were concerned about teaching a stand-alone technology integration course while professing teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors’ expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.
Research Questions
RQ1: From the instructors’ perspectives, how did their course content change from the first offering of the course to the third?
RQ2: How do instructors’ attitudes and practices change after they teach the same technology-infused course three times?
RQ3: What were the instructors’ perspectives on how students’ experiences differed when taking a technology-infused course being taught by their instructor the first time, as compared to students in a course being taught the third time?
RQ4: What factors supported or inhibited instructor change?
III. COMPARISON OF (NEW) INFUSED COURSES TO (OLD) STAND-ALONE COURSE
Buss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015, April). Preparing teachers to integrate technology into K-12 instruction II: Examining the effectiveness of technology-infused methods courses. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Abstract: In a two-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates’ understanding of various TPACK indicators associated with TI. Candidates’ TPACK scores increased across all four assessment times from the beginning of the program through student teaching; within-subject effect sizes were large; and data exhibited linear and cubic trends. Qualitative data were complementary exhibiting continued TI growth and application of TI to course and student teaching efforts. With respect to scholarly significance, results suggest the new, technology-infused courses are effective in fostering TPACK development and TI skills among preservice candidates.
******
Buss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015). Preparing teachers to integrate technology into K-12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Educational Technology Research and Development, 31(4), 160-172. doi:10.180/21532974.2015.1055012 Available at http://www.tandfonline.com/eprint/hrpPJbvHpMUCrxuVBKIZ/full
Abstract: We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores. Interestingly, there were interactions of cohort × time of testing on the TPACK measures. Candidates' scores from the stand-alone course increased more rapidly for TK and TPK, whereas candidates' pre- to posttest scores from the technology-infused courses increased faster for CK and PK. Qualitative data also supported the quantitative results. In the discussion, we account for the differences, connect the results to the literature, and pose questions for consideration in future research.
Research Questions
RQ1: To what extent do standalone and technology-infused courses facilitate learning of TPACK domains?
RQ2: Are there any differences in the rates of learning of TPACK domains across the two types of courses?
RQ3: What accounts for TPACK learning and perceptions of technology integration abilities of preservice teacher education candidates?
IV. IMPACT ON PRESERVICE TEACHERS
Buss, R. R., Wetzel, K.. Foulger, T. S., & Lindsey, L. Preparing Teachers to Integrate Technology into K-12 Instruction II: Examining the Effectiveness of Technology-Infused Methods Courses. Paper accepted for AERA 2015.
Research Questions
RQ1: How and to what extent did students learn to integrate technology as a result of participating in a program that infused technology into methods courses?
RQ2: Were candidates’ TPACK scores significantly different between:
· the first and second test occasions (after one tech-integration class);
· the first and third test occasions (after the second tech-integration class); and
· the third and fourth test occasions (after student teaching)?
RQ3: Did candidate TPACK scores increase in a linear, quadratic, or cubic manner?
· How were candidates prepared to teach with technology?
· What did student teacher candidate’s repertoire of technologies, pedagogical approaches, and content knowledge look like?
· How did student teaching influence candidate concerns, preparation, and technology integration?
· How did candidates implement technology infused lessons during student teaching?
******
Buss, R.R., Wetzel, K., Foulger, T. S., Lindsey, L., & Pasquel, S. (2016, June). Paper 2 of 2: Studying our practice: Assessing a technology infusion approach across facets of a teacher preparation program. Paper presented at the International Society of Technology in Education Annual 2014 Conference, Denver, CO. Available at http://conference.iste.org/uploads/ISTE2016/HANDOUTS/KEY_100560956/ISTE2016Paper2of2StudyingOurPractice2.pdf
V. PROFESSIONAL DEVELOPMENT MODELS AND FRAMEWORKS
Foulger, T. S., Wetzel, K. A., Lindsey, L., Buss, R., Pasquel, S. (2016, March). Using TPACK as a professional development framework: Benefits, limitations, and exploration of other possible frames. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2615-2622). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Available at https://www.learntechlib.org/p/172097/
VI. INFUSING INTO STUDENT TEACHING
Foulger, T. S., Buss, R. R., Wetzel, K., Lindsey, L., & Pasquel, S. M. (2015, March). Nudging tech infusion into student teaching: Determining institutional readiness for large-scale, site-based, professional development. Paper presented at the Society for Information Technology & Teacher Education’s Annual 2015 Conference, Las Vegas, NV.
******
Lindsey, L., Buss, R., Foulger, T. S., Wetzel, K. A., Pasquel, S. (2016, March). The technology infusion iTeach experience: Preparing student teachers to integrate technology. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2699-2706). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Available at https://www.learntechlib.org/p/172110/
******
Buss, R. R., Wetzel, K., Foulger, T. S., Pasquel, S., & Lindsey, L. (submitted). Fostering technology integration during student teaching using teacher-candidate-mentor-teacher pairs. Paper submitted to the Annual Meeting of the International Society for Technology in Education, San Antonio, TX.
I. BENCHMARKING
Foulger, T. S., Wetzel, K., Buss, R., & Lindsey, L. (2012). SIGTE Research Paper Award—Preservice teacher education: Benchmarking a stand-alone ed tech course. Presented at the International Society for Technology in Education’s Annual 2012 Conference, San Diego.
This conference paper received the Research Paper Award from the International Society of Technology in Education for 2012. See https://asunews.asu.edu/20120717_isteaward .
******
Foulger, T. S., Buss, R. R., Wetzel, K., & Lindsey, L. (2012). Preservice teacher education: Benchmarking a stand-alone ed tech course in preparation for change. Journal of Digital Learning in Teacher Education, 29(2), 48-58.
Abstract: In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University’s Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course. Educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Our first step was to conduct this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates’ confidence and TPACK scores increased in the standalone course. We will share benchmarks that arose from the study with program developers for adoption or adaptation to the new technology- infused courses where appropriate. Findings may also be useful to other teacher credentialing institutions that are changing to a technology-infused instructional approach. (Keywords: technology integration, TPACK, benchmarking, technology course, preservice teacher education)
Research Questions
RQ1: How and to what extent does the standalone course prepare candidates to integrate technology in teaching and learning?
RQ2: What benchmarks from the standalone course would be useful for program developers of the integrated model?
******
Buss, R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2014). Preparing teachers to integrate technology into K-12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Paper presented at the American Educational Research Association Annual 2014 Conference, Philadelphia, PA.
This paper received the TACTL (Technology as a Change Agent in Teaching and Learning) Research Paper award for 2014.
II. INITIAL INFUSION EFFORTS
Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2013). Infusing educational technology in methods courses: Successes and dilemmas. Paper presented at International Society for Technology in Education’s Annual 2013 Conference, San Antonio, TX.
Wetzel, K., Foulger, T. S., Buss, R., & Lindsey, L. (2014). Infusing educational technology in teaching methods courses: Success and dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89-103. doi:10.1080/21532974.2014.891877. Available at http://www.tandfonline.com/doi/full/10.1080/21532974.2014.891877
This article won the journal’s annual Research Paper Award for 2015, highlighting potential to impact the field of technology integration in teacher education. It also has the most views and most downloads for this journal for 2014. See http://www.tandfonline.com/action/showMostReadArticles?journalCode=ujdl20#.VLxs5edbytw
******
Wetzel, K., Foulger, T. S., Buss, R., & Lindsey, L. (2015, June). Infusing educational technology in teaching methods courses: Success and dilemmas. Journal of Digital Learning in Teacher Education. 30(3), 89-103. doi: 10.1080/21532974.2014.891877. Invited paper presented at the International Society of Technology in Education Annual 2015 Conference, Philadelphia, PA.
This presentation was invited, based on the JDLTE 2014 Research Paper award for best paper given to the paper from volume year with most potential for impact to the field.
Abstract: In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006), but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine-tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands-on learning with a focus on content and pedagogical uses of technology.
Research Questions
How well and to what extent were candidates prepared to teach P-12 students to use and integrate technology in to meet content and pedagogical standards?
******
Foulger, T. S., Wetzel, K, Buss, R. R., & Lindsey, L. (2014). Tech infused methods courses: Instructors’ professional development in TPACK. Paper presented at the International Society of Technology in Education Annual 2014 Conference, Atlanta, GA.
******
Foulger, T. S., Buss, R. R., Wetzel, K., Lindsey, L. (2015). Instructors’ growth in TPACK: Teaching technology-infused methods courses to pre-service teachers. Journal of Digital Learning in Teacher Education, 31(4), 134-147. doi:10.1080/21532974.1055010 Available at www.tandfonline.com/eprint/aQtdfBvKMBDvVr8j4HA5/full
Abstract: We were concerned about teaching a stand-alone technology integration course while professing teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors’ expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.
Research Questions
RQ1: From the instructors’ perspectives, how did their course content change from the first offering of the course to the third?
RQ2: How do instructors’ attitudes and practices change after they teach the same technology-infused course three times?
RQ3: What were the instructors’ perspectives on how students’ experiences differed when taking a technology-infused course being taught by their instructor the first time, as compared to students in a course being taught the third time?
RQ4: What factors supported or inhibited instructor change?
III. COMPARISON OF (NEW) INFUSED COURSES TO (OLD) STAND-ALONE COURSE
Buss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015, April). Preparing teachers to integrate technology into K-12 instruction II: Examining the effectiveness of technology-infused methods courses. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Abstract: In a two-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates’ understanding of various TPACK indicators associated with TI. Candidates’ TPACK scores increased across all four assessment times from the beginning of the program through student teaching; within-subject effect sizes were large; and data exhibited linear and cubic trends. Qualitative data were complementary exhibiting continued TI growth and application of TI to course and student teaching efforts. With respect to scholarly significance, results suggest the new, technology-infused courses are effective in fostering TPACK development and TI skills among preservice candidates.
******
Buss, R. R., Wetzel, K., Foulger, T. S., & Lindsey, L. (2015). Preparing teachers to integrate technology into K-12 instruction: Comparing a stand-alone technology course with a technology-infused approach. Educational Technology Research and Development, 31(4), 160-172. doi:10.180/21532974.2015.1055012 Available at http://www.tandfonline.com/eprint/hrpPJbvHpMUCrxuVBKIZ/full
Abstract: We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores. Interestingly, there were interactions of cohort × time of testing on the TPACK measures. Candidates' scores from the stand-alone course increased more rapidly for TK and TPK, whereas candidates' pre- to posttest scores from the technology-infused courses increased faster for CK and PK. Qualitative data also supported the quantitative results. In the discussion, we account for the differences, connect the results to the literature, and pose questions for consideration in future research.
Research Questions
RQ1: To what extent do standalone and technology-infused courses facilitate learning of TPACK domains?
RQ2: Are there any differences in the rates of learning of TPACK domains across the two types of courses?
RQ3: What accounts for TPACK learning and perceptions of technology integration abilities of preservice teacher education candidates?
IV. IMPACT ON PRESERVICE TEACHERS
Buss, R. R., Wetzel, K.. Foulger, T. S., & Lindsey, L. Preparing Teachers to Integrate Technology into K-12 Instruction II: Examining the Effectiveness of Technology-Infused Methods Courses. Paper accepted for AERA 2015.
Research Questions
RQ1: How and to what extent did students learn to integrate technology as a result of participating in a program that infused technology into methods courses?
RQ2: Were candidates’ TPACK scores significantly different between:
· the first and second test occasions (after one tech-integration class);
· the first and third test occasions (after the second tech-integration class); and
· the third and fourth test occasions (after student teaching)?
RQ3: Did candidate TPACK scores increase in a linear, quadratic, or cubic manner?
· How were candidates prepared to teach with technology?
· What did student teacher candidate’s repertoire of technologies, pedagogical approaches, and content knowledge look like?
· How did student teaching influence candidate concerns, preparation, and technology integration?
· How did candidates implement technology infused lessons during student teaching?
******
Buss, R.R., Wetzel, K., Foulger, T. S., Lindsey, L., & Pasquel, S. (2016, June). Paper 2 of 2: Studying our practice: Assessing a technology infusion approach across facets of a teacher preparation program. Paper presented at the International Society of Technology in Education Annual 2014 Conference, Denver, CO. Available at http://conference.iste.org/uploads/ISTE2016/HANDOUTS/KEY_100560956/ISTE2016Paper2of2StudyingOurPractice2.pdf
V. PROFESSIONAL DEVELOPMENT MODELS AND FRAMEWORKS
Foulger, T. S., Wetzel, K. A., Lindsey, L., Buss, R., Pasquel, S. (2016, March). Using TPACK as a professional development framework: Benefits, limitations, and exploration of other possible frames. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2615-2622). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Available at https://www.learntechlib.org/p/172097/
VI. INFUSING INTO STUDENT TEACHING
Foulger, T. S., Buss, R. R., Wetzel, K., Lindsey, L., & Pasquel, S. M. (2015, March). Nudging tech infusion into student teaching: Determining institutional readiness for large-scale, site-based, professional development. Paper presented at the Society for Information Technology & Teacher Education’s Annual 2015 Conference, Las Vegas, NV.
******
Lindsey, L., Buss, R., Foulger, T. S., Wetzel, K. A., Pasquel, S. (2016, March). The technology infusion iTeach experience: Preparing student teachers to integrate technology. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2699-2706). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Available at https://www.learntechlib.org/p/172110/
******
Buss, R. R., Wetzel, K., Foulger, T. S., Pasquel, S., & Lindsey, L. (submitted). Fostering technology integration during student teaching using teacher-candidate-mentor-teacher pairs. Paper submitted to the Annual Meeting of the International Society for Technology in Education, San Antonio, TX.
