PT3 Implementation at the University of North Texas
Gerald Knezek, University of North Texas, United States ; Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning, United States ; Tandra Tyler-Wood, University of North Texas, United States ; Dana Arrowood, Institute for the Integration of Technology
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
PT3 Implementation at the University of North Texas
Gerald Knezek Rhonda Christensen Tandra Tyler-Wood Dana Arrowood Theresa Overall Garry Mayes Michele Maldonado
The Millennium II consortium is implementing seven preservice teacher initiatives in the north Texas area. Technology-infusion activities are designed to continue the expansion of services to meet educator preparation needs of the state and nation. The emphasis for this three-year project is in closing the digital divide, and the key areas of quantity, quality and equity are addressed in the preparation of technology competent and confident new teachers. Major objectives in progress include:
?Increasing the quality and quantity of preservice technology integrating educators
?Expanding technology-infusing methods courses and instructor modeling of technology
?Providing technology enriched assignments and assessment for special education preservice teachers
?Establishing technology enhanced academic content courses for preservice teachers
?Establishing fast track credentialing for technology aides to be degreed teachers
?Developing Internet-based quality resources for preservice teacher courses
?Recruiting new millennium teacher educators from technology infusing classroom teachers to work as technology fellows in the project.
The University of North Texas, a multi-campus community college, seven K-I 2 school units, and two professional associations have join forces to implement project goals and objectives to achieve intended outcomes. The lead partner, the University of North Texas, contributed Higher Education Assistance Funds for in-kind hardware/software purchases for this effort, adding to the time and effort contributed by other partners. Approximately 700 new technology-infusing educators are targeted be produced by the project over three years.
The University of North Texas (UNT) includes one of the largest teacher education programs in Texas, preparing approximately 750 teachers each year in a variety of K-12 programs and all discipline areas including special education. The Professional Development School (PDS) model requires that the education of teachers be linked directly to learner-centered schools. Through alliances with schools throughout the Dallas-Fort Worth Metroplex, preservice teachers work directly with children for at least two semesters. From the beginning of the PDS efforts at UNT, technology has been a tool for acquiring information, increasing instructional options, individualizing assessment, accessing resources, and promoting communication. Both the College of Education and PD schools continue these efforts.
Full realization of learner-centered teacher education intertwined with learner-centered schools in which technology is being applied effectively and interactively requires three elements that are not fully in place. First, modeling and effective use of technology by faculty and students throughout their university and teacher education experience is required so that students "live with technology" rather than being told that they should integrate and infuse it in their teaching. As technology and its possibilities for improving education continue to change, faculty need time and support to learn to use the technologies and to demonstrate applications in the classroom.
The second needed element is continuous application of technology during preservice internship and practicum experiences. UNT works with schools, teachers, faculty and intern supervisors so that preservice teachers become leaders in modeling and using technology for assessment, instruction and equity. Third, the university needs vehicles for extending technology training to new groups of teacher candidates beyond those served directly on campus. By extending the opportunities for technological competence and confidence beyond the traditional boundaries of the campus, the College of Education seeks to bridge the digital divide in teacher education to rural and urban settings.
Each of these elements addresses the need for teachers who are better prepared in content, pedagogy, and technology. In addition, each of these elements requires that the College of Education faculty in teacher education and technology work with partners to achieve these goals: partners within the University who provide the content coursework for new teachers and partners who provide schools as living laboratories for students to develop their teaching skills.
Knezek, G., Christensen, R., Tyler-Wood, T. & Arrowood, D. (2002). PT3 Implementation at the University of North Texas. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 1661-1662). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).