Mid-Atlantic Regional Technology in Education Consortium   1301 Cecil B. Moore Ave. Ritter Annex 9th Floor Temple University - CRHDE Philadelphia, PA 19122 800-892-5550 215-204-5130 (fax) General Inquires: Laurence Peters Johann Sarmiento Judith Stull   Technical Assistance: Barry Mansfield   Professional Development: Joan Pasternak Temple University Center for Research in Human Development and Education Wenglinsky (1998) concludes that when technology is used to promote higher order thinking skills—and the teachers are proficient in guiding their students—there may be significant gains. This notion is apparent in the model lessons and lesson plans produced by FDU’s preservice teachers. While the use of the technology has become rather ubiquitous from the professor’s perspective, the preservice teachers may be new to the concept and the ease of access to materials. The availability of hardware and software has prompted these future teachers to think and plan “outside the box.” Creating Convergence Feedback reports from preservice teachers beginning their field experiences and student teaching indicate that there is frustration when what is being promoted from a best practices perspective of the School of Education (SOE) is inconsistent with the reality out in the field. As one brief stated, “If new teachers sense opposition to their desire to use technology, or encounter obstacles resulting from difficulty accessing technology resources, they may quickly lose their desire to use technology” (Center for Excellence in Education, 1998, pg. 1). In response to these concerns, the follow up to the preservice reports includes an analysis by faculty and students as to what can be taken into a low-tech school and how lessons can be adapted for the continuum of facilities they are bound to encounter. From the instructor’s perspective, the ready availability of the laptops and data projector encouraged the use of PowerPoint® presentations and Inspiration® for both demonstrations and handouts; it gave instructors the ability to actively teach students how and where to access online materials. With the Prototype Classroom in place, the ability to model, have instant access, and teach using hardware and software has become de rigueur. It is now possible to teach the students how to use the equipment and impress upon them the importance of learning how to set up the hardware so that they can use the software.   Future Plans The SOE’s next goal will be to have students maintain electronic professional portfolios throughout their graduate education. Implementation is planned for Fall 2004. Students will be encouraged to collect artifacts that show their professional growth and development. They will continue to have access to the server as alumni and will be able to maintain and expand their professional portfolios. There are education classes that have already begun to pilot the use of personal web portfolios on SOE’s own specially configured portfolio server. Even if preservice teachers do not have access to the facilities of the Prototype Classroom in their future classrooms, they now have a new sense of the possibilities to strive for in planning discussions in their schools. Additionally, there is new understanding of how changing the configuration of a room can empower a classroom. The Prototype Classroom has provided both students and faculty with an adventure in technology-enhanced teacher preparation. As syllabi are revised for the coming terms, faculty members are looking for new ways to utilize the available technology to enhance and support the teacher preparation program. References Center for Excellence in Education. (1998). Technology challenges during teachers’ induction years part 5: Teacher prepared, school unprepared. Oak Brook, IL: North Central Regional Technology in Education Consortium. Retrieved May 30, 2004 from http://www.ncrtec.org/pd/cee/part5.htm Kimble, C. (1999, May). The impact of technology on learning: Making sense of the research. Aurora, CO: Mid-continent Regional Educational Laboratory. Retrieved March 28, 2004 from http://www.mcrel.org/pdf/policybriefs/5983PI_PBImpactTechnology.pdf Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Policy Information Center, Educational Testing Service. Previous     Page 1 2  Copyright 2001 © MARTEC