Open Access Dissertation
Teachers--Training of--Iowa--Cedar Falls; Computer-assisted instruction--Study and teaching--Iowa--Cedar Falls;
The purpose of this qualitative study is to determine those factors that influenced the implementation of a technology-based project (Integrating New Technologies Into Methods of Education [INTIME]) as well as its overall impact on the professional practice of participating methods professors who used it in their classroom over a number o f semesters.
Recent research findings reveal the fact that teacher preparation programs lack the proper use of computer technology (CT). In this light, it would be expected that in- service teachers who have recently graduated college do not master the necessary technological skills to educate their own students for a prospective life in a technology- driven society.
Under these circumstances, methods professors from the five participating universities were selected to modify their courses as to implement the INTIME project and its supporting theoretical model (Technology as a Facilitator of Quality Education [TFQE]). The latter places students at the center of their own learning in a robust educational environment characterized by a flexible blend of various factors that define quality education: student learning, information processing, content and standards, democracy, technology, and teacher knowledge and behavior. Therefore, any example of teaching practice could be interpreted through the various lenses represented by the foregoing model components.
The participating methods professors chose to change their syllabi to incorporate specific CT applications created and promoted by the INTIME project. In this light, they had to consider certain instructional strategies that would be supportive of the new technology-enhanced environment. This particular selection process relied on field- related knowledge as well as on attitudes toward the use of CT applications in general and in college classrooms in particular.
The main focus of the researcher was to assess the impact of INTIME on the professional practice of the participating the faculty members, based on their self-reflections on the project-induced change process. The approach in determining what worked and what could be improved in their continued use of this particular CT applications in college classrooms was designed to group in-depth interviews findings in terms of facilitators and hindering factors in the implementation o f the INTIME online video vignettes.
Inductive data analysis revealed that the most frequent hindrances in implementing INTIME in college methods classes were technical problems, time demands, and scheduling. The main facilitating factors that rendered the whole INTIME experience beneficial were the rich content and versatile format of the project-created Web site. In other words, while the former provided its users with a rich collection of online video vignettes featuring classroom teachers at all grade levels and in all content areas, the latter accommodated the different learning styles of the users. Therefore, in most cases, INTIME proved to be a valuable resource that could meet the various learning needs and interests of the audiences.
Overall, the impact o f the project on the professional practice o f the participants translated into increased awareness and knowledge o f the various instructional technologies as well as o f ways to incorporate them into the classroom.
Year of Submission
Doctor of Education
Department of Curriculum and Instruction
William Callahan, Committee Chair
John Smith, Committee Co-Chair
1 PDF file (iii, 98 pages)
©2002 Marius Boboc
Boboc, Marius, "Integrating New Technologies Into the Methods of Education (INTIME): Its impact on the professional practice of participating teacher educators" (2002). Dissertations and Theses @ UNI. 708.