KEYWORDS: technology integration, pre-service teachers, online learning, professional development.

ABSTRACT: This study investigates the academic experiences and skill levels of first semester multiple subject credential candidates after exploring the Intel Teach Elements modules as part of a course. The author analyzed the integration of Intel Teach Elements modules focused on critical thinking skills in a course designed for future teachers. The author investigated (a) credential candidates perceptions of the Intel Teach Elements modules; and (b) course redesign strategies for faculty. Findings suggest that credential candidates skill levels increased in several critical thinking areas.

Education technology resources are readily available on websites. Teachers, particularly new teachers, benefit from evaluating resources to determine potential benefits and application of learning objectives in instruction. Intel Teach Elements (ITE) are web based instructional modules designed for classroom teachers as a source of professional development and provide lesson ideas that support technology integration and critical thinking at all levels.

As a professor of education, evaluating innovative resources is a common practice to promote currency in courses. This study reports findings after integrating the ITE module titled Working with Data. Findings include information about pre-service teachers perceptions, evaluation feedback, and faculty recommendations.  As with most resources, the more often faculty utilize technology resources as an integral part of instruction and promote change, the more likely formal adoption will occur. Therefore, as illustrated in the following review of literature (Bates, 2005; Morgan & Hill, 2005; Richlan, 2006), an effective method of including new resources into instruction demonstrates the potential advantages of resources.     

Literature Review

Pre-service Teachers

Pre-service teachers are graduate students who are enrolled in a teaching credential program. In California, pre-service teachers complete ten courses focusing on the curriculum and instruction of multiple subjects, each course emphasizes technology integration. Recently the inclusion of 21st century skills, with a strong focus on critical thinking skills (Partnership for 21st Century Skills, 2011), the International Society for Technology in Education (ISTE) Standards (International Society for Technology in Education, 2008) and Common Core Content Standards have been included in courses. In support of ubiquitous learning, pre-service teachers are taught through hybrid and online learning during their coursework.

Hybrid and Online Learning

As a supplement to traditional face-to-face instruction, pre-service teachers learn about online education and hybrid models of instruction. In California, there are numerous opportunities for pre-service teachers to obtain a teaching credential through online and hybrid coursework. A hybrid model includes instruction that is delivered through online and face-to-face instructional means typically through a learning management system (LMS) such as Blackboard or Moodle. Online delivery includes the inclusion of an LMS provides a platform that permits users to interact with content and one another. The model integrated for this study included a primarily face-to-face instruction with supplemental instruction provided by ITE modules delivered through Moodle LMS. The use of online instruction can promote the act of reflection in learning.

Reflection as a learning strategy for pre-service teachers is a prominent theme in education research. As noted by Larrivee and Cooper (2006) teachers should be reflective practitioners who engage in thoughtful critical inquiry and reflection. Inquiry can be used as a resource to promote professional growth among teachers (Dana, 2008). Danielson (2009) contends that teachers are constantly engaged in reflective practices as part of their daily instructional routine. Further, Danielson (2009) adds that teachers refine their abilities to reflect critically with experience and sound professional development practices. Another theme that emerged in the literature is that of mathematics instruction and technology integration.

Mathematics and Technology integration

Numerous studies demonstrate that technology aids in mathematics skills and mastery of concepts. Building on this research, the inclusion of technology-based instruction should be considered a priority among future elementary teachers. To reinforce the skill development of pre-service teachers and provide a hands-on learning through experiential design, the inclusion of ITE were integrated into the course for this research.  As evident in the Common Core State Standards (CCSS), the infusion of critical thinking skills is a priority.

Twenty First Century Skills

Critical thinking skills as detailed by the Partnership for 21st Century Skills (2011) are an integral part of the learning process for students. Pre-service teachers are responsible for ensuring that students are able to apply critical thinking skills to content areas (California Standards for the Teaching Profession, 2009). Teacher Education Faculty in turn, are accountable to ensure that pre-service teachers know and understand 21st century skills and are able to adequately teach critical thinking skills. The need to provide concrete experiences and support critical thinking skills is evident in numerous influential documents. In the National Educaiton Technology Standards (2007) the profile for technology litreate students places emphasis on “critical thinking, problem solving, and decision making” (p. 3). Again, in the California Standards for the Teaching Profession (2009), there is emphasis placed within Standard 1 Engaging and Supporting All Students in Learning. Specifically, highlighted is the need for teachers to “promote critical thinking through inquiry, problem solving, and reflection” (p. 5). There are several strategies that faculty may employ to teach critical thinking skills such as inquiry, problem solving and reflection. An appropriate strategy is the inclusion of technology based resources that promote critical thinking, such as the ITE Modules.

Methodology

This study included a mixed methods approach to data analysis and collection. The candidates completed a pre-survey to gather baseline data about their proficiencies and experiences. After ITE Modules were completed, a post survey was administered to assess participant’s level of proficiencies and experiences with the ITE Modules.

Research Questions

The researcher investigated two questions as part of this study. (1) What are the credential candidates perceptions of the Intel Teach Elements Module? and; (2) What steps are necessary for faculty to redesign their courses to include Intel Teach Elements Modules as an integrated part of their credential courses?

Participants

Participants included 28 multiple subject teaching credential candidates (25 females and 3 males) enrolled in the first semester of a two semester program. Participants self selected to be included in a Technology Rich Cohort. Each candidate received a loaner Mac laptop. Faculty emphasize 21st Century Skills (Partnership for 21st Century Skills, 2011) and the National Education Technology Standards (International Society for Technology in Education, 2008) as key components in the teaching and learning process. The focus of the cohort was to introduce the inclusion of technology resources in each credential course and permit access to and practice with a variety of technology based resources including Web 2.0, online and hybrid courses, elearning, web based software, multimedia inclusion in lessons, video editing software, and a range of hardware (i.e., proscopes, personal response systems, iPods, iPads, digital video recorders).

Data Collection

Qualitative and quantitative measures were used to document the experiences of credential candidates.  The data gathering techniques included pre and post course surveys to assess credential candidates perspectives before and after the course; and an analysis of discussion board forum posts.  

The pre-surveys were administered face to face during the second week of a ten week course. The professor taught the first lesson from Module 1 during the session. Participants reflected and completed the online discussion board forum after the session. The second lesson and the second online discussion board forum from Module 2 were completed by participants online during week three of the semester. The post-survey was administered during the fourth week of the semester. In addition, the professor taught a follow up in-class lesson that focused on the integration of data and critical thinking. Participants were asked to contribute to two online discussion board forums. The forum posts were analyzed and emerging themes were analyzed and are detailed in the Findings section.

Qualitative data from a journal log kept by the professor of the course was analyzed to determine appropriate steps to redesign an existing credential course to include Intel Teach Elements modules to support technology inclusion and comprehension of course content building critical thinking skills.

Findings

Survey Responses

A review of qualitative survey responses from participants revealed several themes. Participants were asked to share if they would recommend the Intel Teach Elements Modules titled Working with Data to a colleague. One hundred percent (N=25) of the participants stated that they would recommend the course. The reasons for their recommendations were vast. However, an analysis of the qualitative responses yielded several themes that emerged. First, participants stated that the modules provided them with a “better understanding of critical thinking skills” thus increasing their knowledge and ability to teach critical thinking to their future students. Second, participants commented that they learned “how to incorporate data skills into instruction” thereby improving their ability to use data collection and interpretation. Third, participants observed that their ability to apply the different skills needed to think critically including “collecting, analyzing, and interpreting data” improved. For the aforementioned reasons participants were willing to share the ITE resources with their colleagues and their future elementary students.

An evaluation of pre and post questions revealed an improvement in three skill levels of participants. Participants were asked to rate their skill level in assessing student’s critical thinking skills. Table 1 demonstrates a change in participant’s perceptions of their skill levels in assessment of critical thinking skills.

Table 1: Ratings of Assessing Student’s Critical Thinking Skills

As stated in Table 1, after completing the ITE Module lessons and related coursework, participants no longer felt unskilled at assessing students’ critical thinking skills. In fact, participant’s skill levels increased overall. Note that although the somewhat skilled level decreased, those participants categorized their skill level as skilled or highly skilled. This demonstrated a positive change in their ability to assess students’ critical thinking skills.

Another area in which participants’ ratings of skill levels increased was in using data resources, including online primary sources and data sets. As depicted in Table 2, participant’s responses in pre and post surveys showed a shift in their skill level ratings.

Table 2: Ratings of Using Data Resources

Nearly one third of participants felt that they were unskilled in the pre-survey. However, in the post survey, no participants rated themselves as unskilled. Forty three percent of participants rated themselves as somewhat skilled in the pre-survey. This changed to 16% in the post survey. However, those participants improved their skill levels as noted in the change in the percentage of skilled ratings, from 18% in the pre-survey to 68% in the post survey. Demonstrating that after completing the modules and course work, participants increased their skill levels in using data resources that included online and primary sources and data sets.

Another skill level that increased as demonstrated in the pre to post survey data was participant rating of using tools that support the collection, organization and analysis of data.

Table 3: Ratings of Using Tools that Support Collection, Organization and Analysis

As mentioned in the participants’ responses in pre and post surveys skill levels improved in using tools that support the collection, organization and analysis of data. The participants were part of a technology rich cohort that focused on the inclusion of hardware and software resources as a means to teach elementary students. The direct instruction that participants received during their coursework, as well as the examples provided in the ITE Modules contributed to the overall improvement of skill ratings in this area. Participants mentioned that the examples were “rich in variety” and “provided concrete and real world examples of critical thinking skill development.”

Discussion Board Forum Responses

An evaluation of discussion board forum responses indicates that participants found the modules to be informative and supported the material covered during face-to-face instruction. Several themes emerged in the forum responses including critical thinking skills, teacher’s responsibilities, and checking for data errors.

Critical thinking skills were stressed in the module. Participants remarked that data should be presented in a way that is “thoughtful, systematic, thorough and unbiased”. Data can be used to teach critical thinking skills by analysis of data, organizing data in a logical manner, and “comparing and contrasting data from all subjects.”

Another prominent theme that emerged was teacher’s responsibilities. Participants mentioned that teachers should “guide students to check for data errors” and “enforce self-checked and peer checked work,” thereby, building self-confidence and encouraging students to take “ownership of their learning.”  Teaching the whole child is a common theme that emerged throughout the discussion board forum and is prominent in the Multiple Subject Credential Program at the university.

Checking data for errors was expressed by a majority of participants. Several mentioned that due to the abundance of errors common in data representation, it is critical that students understand the self-check process. Several different methods to check for errors were included in the responses including “finding patterns in the materials,” “peer editing and checking” and “check for data entry problems, unusual data values, missing data, problems with sample size, and reliability of sources.”

Overall the responses from participants indicated that they learned relevant content from the ITE Modules. The content reinforced the material taught in their coursework, information read in textbooks, and instructional practices observed during fieldwork participation hours.

Course Redesign Process

The course redesign process consisted of an analysis of the ITE modules that explored the content presented and instructional application of materials. After determining the appropriate ITE modules to integrate into the methods course, the professor analyzed current course schedule and determined where to place the modules. Based on the ITE modules and the prior knowledge of participants, the professor determined the second, third and fourth week of the ten-week course to be an appropriate integration period. Therefore determining that a hybrid model in support of individual time on task supplemented by face-to-face instruction was best, the professor integrated the ITE modules.  The first one-hour lesson provided participants with detailed information about the user interface, navigation options, and expectations. Participants were encouraged to explore the module, ask questions, and interact with their classmates. A discussion session after the introduction allowed participants time to share their perceptions. Participants commented on the “ease of navigation” and that they “liked the interactive buttons and options.”  The ability to download forms and materials provided resources that the participants had not expected to receive. Overall the comments were favorable and participants were interested in exploring the ITE modules.

A subsequent step in the integration process was to add an assignment and grading rubric to the course that provided participants with credit for their discussion board forum responses.  Grading was based on three factors: timely responses, contributing thoughtful and thorough posts, and responses to classmate’s posts. The rubric criteria listed ‘met’ and ‘not met’ as the grading options.

After reflecting on the integration process and the discussion board forum posts, the professor determined that an additional face-to-face instructional session was necessary. The professor dedicated two hours of course meetings to ensure that participants comprehended the data analysis options and multiple strategies available to include critical thinking skills in instruction. Participants worked in small groups to design research questions that focused on working with data across multiple content areas including: determining price comparisons, weather patterns, reading timelines, sorting and estimation practices in geometry, baseball statistics, and designing a virtual roller coaster using software.  The small group activity allowed time for reflection, discussion with peers, and reflection by participants. Based on feedback participants benefitted from the class time dedicated to debriefing the concepts from the ITE modules.

Recommendations

Based on the findings, the following recommendations are suggested. Implement opportunities for pre-service teachers to explore online technology resources that support course content. Intel Teach Elements modules are an effective option that participants in this study found to be engaging, informative, and in support of critical thinking skills.

Faculty may find it beneficial to include an evaluation system to monitor feedback from pre-service teachers. In this study, pre and post surveys to determine if materials used in coursework are appropriate for the target audience.

Faculty should consider including a hybrid implementation model to support pre-service teachers in their understanding of instructional materials and provide ample time for faculty to respond to inquiries during the sessions.  The hybrid model worked well in this study and provided ample time for participants to reflect and ponder the materials independently. Later, during the face-to-face time participants were able to discuss their ideas and suggestions with classmates.

Allocate adequate time for candidates to reflect on the course content, online resources, and instructional strategies. New teachers, specifically pre-service teachers, are learning relevant content about critical areas therefore, reflection time is essential and should be included in a pre-service program designed for future elementary teachers.  Research shows that the inclusion of reflection in learning is an effective strategy that supports learning (Danielson, 2009; Griffin, 2003; Larrivee & Cooper, 2006).

References

• Bates, A.W. & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
• California Standards for the Teaching Profession. (2007). Retrieved from http://www.ctc.ca.gov/educator-prep/standards/CSTP-2009.pdf
• Dana, N. F. (2008). The reflective educator’s guide to classroom research.  Thousand Oaks, CA: Corwin Press.
• Danielson, L. M. (2009). How teachers learn: Fostering reflection. Educational Leadership, 66(5), 5-9.
• Griffin, M. L. (2003). Using critical incidents to promote and assess reflective thinking in preservice teachers. Reflective Practice, 4(2), 207-220.
• International Society for Technology in Education.  (2008). National education technology standards for teachers. Retrieved from http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2
• Larrivee, B. & Cooper, J. M. (2006). An educators guide to teacher reflection. Retrieved from http://cengagesites.com/academic/assets/sites/4004/Education%20Modules/gd%20to%20teach%20refl.pdf
• Morgan, G., & Hill, P. (2005). CSU academic technology research bulletin #4: A summary of the learning management systems summits conducted October 2005. Retrieved August 13, 2006, from http://iacc.calpoly.edu/Document/2005-06/CSU-AT-Research-Bulletin-2.pdf
• Partnership for 21st century skills. (2011).  Framework for 21st century learning. Retribeved from http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf
• Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess and document learning. Sterling, VA: Stylus.