Intel Preservice Teach to the FutureSlide 2Key Program ElementsCurriculum OverviewEssential QuestionsPowerPoint PresentationCurriculum Review WorkshopsProgram RequirementsCurriculum Review Benefits for FacultyPre-Service ResultsUNT Traditional CourseSlide 12UNT Intel-infused CourseSlide 14Instrumentation for UNT Study of ProgramOnline Data Acquisition SystemPilot Test Fall 2001Technology Proficiency Self AssessmentStages of AdoptionPreservice Stages of Adoption Fall 2001Preservice vs. InservicePreservice Stages 98-02Slide 23Slide 24TPSA Pre-Post: Fall 2001General FindingsFor more informationIntel Preservice Teach to the FuturePresentation to the Technology Leadership Academy’s Third Annual Fall InstituteSeptember 6, 2002Rhonda ChristensenGerald KnezekUniversity of North TexasIntel Preservice Teach to the FutureCurriculum OverviewFaculty are able to integrate Intel modules into existing course curriculum.Curriculum is aligned to ISTE’s NETS for teachers.Pre-service students are given a mechanism to compile an electronic portfolio demonstrating the use of technology integration with multiple applications.Key Program Elements•For Universities, public and private K-12 schools•Train-the-Trainer Model•Hands-on, face-to-face training•Aligned to state and national standards•Digital lesson plans created for immediate use in the classroom across content areasCurriculum OverviewCreated by educators for educatorsUtilizes essential questions and big ideas to direct instructional design decisionsIntroduces technology tools and strategies for enhancing learning through research, communication, productivity and assessmentAddresses state and national academic and technology standardsEncourages student teachers to work in teams, problem-solve, and participate in peer review of their unitsEssential QuestionsTo bring meaning and focus to the study of events and topics throughout a project or course, which otherwise may seem arbitrary or unrelated.To help students personalize knowledge, knitting fragments of information into a pattern of meaning.To provide students with a compelling question in age-appropriate language that gets to the heart of learning and carries the potential for new discovery.To ensure student projects are compelling, engaging and require higher order thinking skills so that students are going beyond fact-finding to analysis.Adapted from Understanding By Design, Grant Wiggins and Jay McTighe; Alexandria VA. Association for Supervision and Curriculum Development, 1998.Backward Design ProcessWhat “Essential Question” could be asked to promote higher-order thinking skills?How will students provide evidence that they are achievingunderstanding?How will you evaluate thatevidence?What learningexperiences and teaching will promote that learning?How will youengage yourstudents?What standardsare you targeting?What is the end product, thelearning, that you want them to achieve?What will studentsbe able to know and do as a result of this experience?Curriculum Review Workshops4 full days Available nationallyYou may attend anywhereYour university may host with a min. of 16 facultyLab would need to meet PC specsMay recruit beyond single institutionNo cost Visit www.intel.com/education for more detailsProgram RequirementsComplete on-line application outline plan how you may use this curriculum in existing or new pre-service teacher education coursesAttend and fully participate in four days of a curriculum review trainingUse the Intel® Teach to the Future Pre-Service curriculum with at least 40 pre-service student teachers for each participating faculty member by 12/31/2003university may combine faculty totals for average of 40Submit quarterly updates re: # students involvedCurriculum Review Benefits for FacultyFaculty members may implement curriculum using approaches that are consistent with existing course syllabi Curriculum Binders and Resource CD- no chargeFaculty members attending curriculum reviewEach pre-service student teacherLeverages PT3 fundsPre-Service ResultsCurrent results indicate: 97% of teacher educators agree or strongly agree curriculum is appropriate/relevant to courses they teach96% of teacher educators agree or strongly agree curriculum will help their students understand how to integrate technology effectively into their future teachingUNT Traditional CourseComputers in the Classroom (CECS 4100) Upper level classroom technology methods courseIntegration of technology into the classroom; development of multimedia projects, finding Internet resources, developing a technology-infused unit plan; develop a web page for instructional purposesUNT Intel-infused CourseCECS 4100 Computers in Education Intel enhancements include: a Unit PortfolioNewsletter or brochure publicationDevelopment of evaluation tools for student workInstrumentation for UNT Study of ProgramTeachers’ Attitudes Toward Computers (TAC)Technology Proficiency Self AssessmentStages of AdoptionCBAM Levels of UseOnline Data Acquisition SystemProvided by UNTUnix/Linux BasedStores Data in FilesData Shared with ContributorsPilot Test Fall 2001UNT, TAMU gathered dataFindings were encouragingTrends were similarEffect sizes for target vs. comparisonDifferent programs produce good resultsTechnology Proficiency Self AssessmentEmailWorld Wide WebIntegrated Applications (TP-IA)Teaching with Technology (TP-TT)Stages of AdoptionStage One - AwarenessStage Two - Learning the ProcessStage Three - Understanding and application of the processStage Four - Familiarity and confidenceStage Five - Adaptation to other contextsStage Six - Creative application to new contextsPreservice Stages of Adoption Fall 20010123456COE/CECS 4100.001 COE/CECS 4100.002 COE/CECS 4100.003StagePreStagePostChangePreservice vs. Inservice11.522.533.544.555.5UNT/CECS Fall014100(1-3) PreserviceDuncanville Fall 1999Inservice ClassAllen ISD 1999-2000InserviceStagePreStagePostPreservice Stages 98-0211.522.533.544.555.56UNT/CECS4100 F98UNT/CECS4100 F99UNT/CECS4100 F00UNT/CECS4100 F01UNT/CECS4100 S02StagePreStagePostEffect Sizes: CECS 4100 Traditional (1st 3) vs. Intel (last 2)00.20.40.60.811.2F98 F99 F00 F01 S02Preservice Stages of Adoption Fall 20010123456COE/CECS 1100 COE/CECS 3440 COE/CECS 4100 TEFB 412.501 TEFB