Lessons Learned from implementing Technology in an Undergraduate Elementary Education Program

Abstract

This article describes the implementation of a state-funded grant, the challenges that emerged, and the lessons learned. This yearlong grant, Technology³, provided the resources for university faculty, teacher candidates, and cooperating teachers to integrate technology. Findings from the grant did not indicate significant changes in perceived abilities and attitude, but did indicate changes in increased uses of technology. Issues with implementing the grant involved faculty reluctance and lack of technology prowess, uneven technology skills and technical support at the Professional Development School, unprepared teacher candidates, an overworked Technology Learning Specialist, and problems with hardware and software. Four lessons learned were the importance of: effecting change with faculty, being specific about project requirements, assessing teacher candidate technology competencies, and crafting clear job descriptions.

Additional information

Notes on contributors

Shelley B. Wepner

Shelley B. Wepner is a professor and Dean of the School of Education, Manhattanville College, Purchase, New York. Her research interests include ways to help teachers and teacher educators use technology, connections between K–12 education and higher education, and leadership skills for effectively supporting literacy development and teacher education. She is the author/coauthor of three award-winning software packages for elementary and adolescent literacy development, and was the chair of the Technology in Teacher Education Committee of the American Association of Colleges for Teacher Education, 2001-2003. She recently completed a project that suggests a broader view of technology integration for teacher educators.

Kathleen A. Bowes

Kathleen A. Bowes is an assistant professor, program coordinator for MEd and doctorate in Instructional Technology, and technology coordinator for the Center for Education at Widener University in Chester, Pennsylvania. She has been actively involved in all aspects of instructional technology at both the school district and university levels. Additional university responsibilities include staff development, software and hardware acquisition, and technology-curriculum integration. Her research interests focus on technology integration and assessment for both preservice and inservice teachers, development and evaluation of hybrid distance learning courses, and assistive technology in preservice education.

Rita Serotkin

Rita S. Serotkin is assistant director of the Center for Education, Widener University, Chester, Pennsylvania. Prior to joining Widener University, she coordinated and developed noncredit adult and youth programs and worked with faculty at a community college to help them integrate and develop electronic learning materials and resources for instruction. She is in charge of the Web site for the Center for Education. Her current research interests include ways to help teachers, teacher candidates, and teacher educators use technology effectively, marketing and recruitment in higher education, career change, and second-career teachers.