Teaching to Transgress: An Innovative Technology Design Team

• In Event: Teaching to Transgress: Implementing and Sustaining a Culturally Responsive Teacher Education Program

Abstract

The purpose of this paper is to describe the implementation of an Innovative Technology Design Team (ITDT) to integrate technology into their classroom. Teachers were given different forms of technology to create lessons showing specific strategies for technology integration in their own classrooms, and then provide professional development to the larger TQP community to share their learning. This year, the ITDT team provided six workshops and offered customized professional development to TQP teachers and interns to help them meet their specific needs around technology integration. They have also incorporated a service-learning component to their work, and have engaged teachers and students in using technology to share with the community. This paper will show the impact of the program on teachers and their students, and will describe strategies for sustaining a highly-successful and innovative program.

2. Perspective(s) or theoretical framework
This topic is approached from a lens of interorganizational collaborations and partnerships (Nowell 2009; Thomson & Perry, 2006). The goal is to create systemic change in policy and practice within and across contexts. Partners include a university, an urban school district, and numerous state and community partners.

3. Methods, techniques, or modes of inquiry
This study employs a multi-phase, mixed-methods design that combines concurrent and sequential collection of quantitative and qualitative data over multiple phases of program study. Data are analyzed, triangulated and integrated to elicit a full understanding of the impact of the reform initiatives implemented in this program.

4. Data sources, evidence, objects, or materials
Project evidence includes teacher candidate data collected at admission, during the preservice program, and during the first three years of induction into the school setting. Data from other participants (e.g. mentor teachers, faculty, etc.) were collected twice during each academic year. Surveys of participating and non-participating candidates, teachers, and school leaders, reflections, focus groups and individual interviews were also used.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The study outcomes fall into two main categories: program/policy and practice. The partnerships enabled the creation of unique incubation spaces, which resulted in enduring and scalable programs. Preliminary evidence indicates that candidates moving through this program demonstrate competence in student-directed instruction, focus on learning goals, understand content knowledge, create positive learning environments, and employ culturally relevant pedagogical practices.


6. Scientific or scholarly significance of the study or work
Technology is changing the ways teachers teach and student learn, and it is crucial that teachers receive professional development to ensure they remain current on new innovations and strategies to use in the classroom. Students become active learners and teachers are more likely to facilitate and support learning rather than act as the provider of information. It is crucial that we engage experienced teachers in this process to ensure they have the necessary knowledge and skills to infuse technology into their learning environments. This program has provided a context for this to occur, and the impact of this program on teachers and students will be shared.

Authors

• Mandy McCormick-Smith, The Ohio State University - Columbus

• Sandra A. Stroot, The Ohio State University

• Marguerethe Jaede, Columbus City Schools