Dynamic Curriculum Maps: Faculty Critical Conversations of Teacher Preparation, Social Justice, and Technology Infusion Intersections (Poster 12)

• In Event: Expansive Views on the Role of Computing and Digital Literacies in Teacher Education

Abstract

Summary
Web-based dynamic curriculum maps were examined to understand how technology was taught within 144 individual courses across 90 teacher preparation programs. Guided by the International Society for Technology in Education (ISTE) Educator standards, faculty identified the purpose of technology learning and evaluated each indicator’s teaching mode (e.g. introduced, modeled, used for learning, or assessed). Python and java script were used to create web-based interactive curriculum maps prompting further faculty discussion.

Objectives and significance
This study examined faculty evaluation of how technology was taught in teacher preparation courses based on the ISTE standards. Schmidt-Crawford, et al. (2020) identified the importance of teacher education faculty critically planning and evaluating courses and program sequences to ensure teacher-candidates experience deep and meaningful learning with and about technology. However, time constraints often limit opportunities for full and part time faculty to discuss how technology is used in courses. Further, changing state teacher certification policies, new post-pandemic learning needs of teacher-candidates, and emerging technologies require faculty to continuously revise teacher preparation courses and programs. Rapid revisions with limited meeting time often lead to disjointed programs and assignments that require technology skills teacher-candidates have yet to develop, resulting in teacher-candidates graduating with gaps in technology expertise.
Dynamic curriculum maps may enable faculty to visualize data and interact with dynamic reports to understand how course sequences provide coherent deep technology learning. The web-based maps provide unlimited access and automatic updates supporting ongoing faculty discussions. Maps may build faculty data literacy skills simultaneously as they plan teacher-candidate learning.

Theoretical framework
The curriculum map design was based on cognitive research suggesting that learning requires deliberate practice (Ericsson & Lehman, 1996) and deeper-processing strategies that are effortful and spaced out (Brown et al., 2014). Therefore, indicators should appear multiple times and within a learning arc on curriculum maps.

Data and methods
Quantitative methods examined standards alignment collected through a Qualtrics survey and Excel. Data included alignment to seven ISTE standards for Educators identifying how technology was used to accomplish different teacher roles including: learner, leader, citizen, collaborator, designer, facilitator, and analyst. Faculty described specifically how the 24 indicators were taught in each course. Data was collected for 60 general education programs and 30 special education programs. Data were analyzed using a social justice technology integration framework and school of education social justice principles.

Results
Descriptive quantitative analysis revealed that across the school of education courses generally introduce and ask teacher candidates to use technology. However, faculty do not routinely model the use of technology or assess teacher-candidate technology skills. Only a few programs provided learning arcs to develop and deepen learning. Frequently, courses were overloaded, (i.e. aligned with many standards) or, alternatively, did not report using technology. We report on strengths (e.g. technology used for learning or design) and growth opportunities (e.g. technology used for data analysis and collaboration) for the school, programs, and courses. Research is needed to understand how interactive curriculum maps may support faculty in improving program coherence and simultaneously build faculty technology skills.

Authors

• Rhonda Suzanne Bondie, Hunter College - CUNY

• Kenny Hirschmann, Hunter College - CUNY

• Luis Callado, Hunter College - CUNY

• Kiersten Greene, Hunter College - CUNY