Cathy Cavanaugh, Curriculum and Instruction, College of Education and Human Resources, University of North Florida, Jacksonville, FL USA. ccavanau@unf.edu
Terence Cavanaugh, Curriculum and Instruction, College of Education and Human Resources, University of North Florida, Jacksonville, FL USA. tcavanau@unf.edu
Zella Boulware, Curriculum and Instruction, College of Education and Human Resources, University of North Florida, Jacksonville, FL USA. zboulwar@unf.edu
Abstract: An important experience for educators is learning to use computer technology for teaching and learning. In Florida, a course for undergraduates and a graduate class offer that experience. The courses topics include educational hardware, software, multimedia, Internet, and ethical and legal issues. Both courses share primary goals: building technology skills, and helping students to become integrators of technology into teaching. This year, six simultaneous sections of the courses were offered using a range of approaches. Two sections were taught fully face-to-face. Three sections were taught with students meeting in person for 50% of the time, and working in a web-based environment half of the time. One section met only online. Surveys of all students were conducted at the beginning and the end of the course, and student performance on class activities and assessments was tracked. Comparisons were made on student attitudes and self-reported technology abilities, as well as course grades.
Reports from businesses, standards documents from ISTE, and educational accreditation policies from NCATE underscore the importance of technology as a teaching and learning tool. Studies indicate that there are new and veteran educators who do not have the skills for using technology in the teaching and learning process (Barron & Roblyer 1993; Market Data Retrieval 1999; Southeast and Islands Regional Technology Consortium, SERVE, Inc. 1998). An important experience for both preservice and inservice educators is learning to use computer technology effectively as a teaching and learning tool. Higher education programs that prepare professional educators address the need for technology experience in several ways. Educational technology courses may be required, or technology may be integrated throughout other required courses.
In Florida’s state university system, students in education programs leading to initial teaching certification take a required educational technology course. Undergraduate programs include the sophomore level Introduction to Educational Technology. Graduate programs include Computers in Education. Both courses have twin goals: building student skills as technology users, and providing background for students to become integrators of technology into teaching. The beginning course in educational technology, mandated by the state of Florida in 1996, is critical in the education of preservice teachers because it is the only required technology course. Web sites and conference presentations confirm that there are multiple approaches to teaching this course.
The courses cover the following topics: educational hardware, application software, multimedia, Internet, and ethical and legal issues. Each course is a three-semester hour class. Traditionally the course has been offered fully face-to-face in a classroom. The class has been web-enhanced with online assignments. This year a group of faculty taught the course using a continuum of approaches ranging from fully classroom-based to fully online. The purposes of employing the continuum of approaches was to determine whether there is a balance of classroom and online learning that is most appropriate for the students in the courses. Six simultaneous sections of the courses were offered: two sections were taught fully face-to-face, three sections were taught with students meeting in person for 50% of the time and working in a web-based environment the rest of the time, while one section met only online. Three instructors were involved with the six sections, teaching a total of 115 students.
In order to evaluate the success of the approaches, several measures were used. At the beginning of the Fall 2000 semester, all students in the courses took online surveys. The surveys and survey methods were identical. The surveys captured baseline information about the students regarding their views of their technology experience, attitudes and skills. The survey items are described in the appendix. The surveys were repeated at the end of the semester. During the course, students participated in similar learning experiences to receive course grades. Students also completed university course evaluation forms at the completion of the course.
Using the surveys, course grades, and course evaluations, results were compared to answer the following questions:
The results of the comparisons will be used to determine the most effective teaching approach, and to incorporate that knowledge into planning for future semesters. The survey completed at the beginning of the semester provided a baseline of student status, and a comparison of technology experience and attitudes among classes. At the start of the term, the undergraduate students rated their computer skills and experience at a significantly higher level than the graduates students did (p value of 0.001867). Using the 5-point scale, the undergraduates gave themselves a score of 2.15, averaged over the experience questions for all students in the undergraduate classes. The graduate students rated themselves at 1.75 on average. When comparing the students according to the teaching method, the graduate students who chose to take the fully online course rated their skills at a significantly higher level (2.34) than students in both the fully classroom-based (1.67), and hybrid classes (1.63) (p value 0.019356). The skill ratings of undergraduate students in the fully classroom-based classes (2.32) did not differ significantly from those in the hybrid classes (2.06) (p value 0.152215).
Barron, A., & Robyler, M. D. (1993). Are Florida universities preparing teachers to use technology? Presentation at the Florida Educational Technology Conference (FETC), Tampa, FL.
Market Data Retrieval. (1999). New teachers and technology: Examining perceptions, habits, and professional development experiences. Shelton, CT:
SouthEast and Islands Regional Technology Consortium. SERVE, Inc. (1998). Integration of technology in preservice teacher education programs: The SouthEast and Islands regional profile. Orlando, FL: Instructional Technology Resource Center.
The first set of questions asks students to choose from among a set of options to: Identify your course instructor, your gender, your class standing at the university, your age range, and whether you are taking this class as a requirement. The set of questions related to computer experience ask students to rate their level of experience on a scale from 1 indicating no experience to 5 indicating extensive experience. Students rate their experience using operating systems (Unix, Linux, Windows, Macintosh OS), web publishing software, presentation software, digital video, word processing, web browsing, email, animation, search engines, databases, spreadsheets, digital audio, digital graphics, gradebook software, FTP. The set of questions related to computer attitudes ask students to rate their level of agreement with statements on a scale from strongly agree to strongly disagree. The questions relate to students’ comfort or anxiety with computer applications, and feelings about the importance and usefulness of computers. Questions ask about student’s confidence with email, word processing, and databases.
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