Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Ed.D. Program in Instructional Technology and Distance Education
Advisor
Hal Whelply
Committee Member
Ligia Leite
Committee Member
Kurt Krueger
Keywords
accredited universities, applied dissertations, competency-based assessment, credential candidates, credential process, curriculum integration, distance education, educational technology, educational technology standards, faculty development, face-to-face instruction, faculty modeling, hybrid courses, in-service teacher training, instructional design, online resources, portfolio assessment, portfolio evaluation, preservice teacher training, professional development workshops, state-mandated standards, teacher certification, teacher education, teacher modeling, teacher training, teaching strategies, technological diffusion, technology competencies, technology integration, technology standards, technology workshops
Abstract
This applied dissertation was designed to infuse state mandated technology standards into the curriculum of a small university accredited to grant teaching certification. The state recently revised its requirements for the entire credential process. In doing so, they developed a much more demanding set of technology standards than those currently in place in the program. This new set of requirements included not only specific standards to be met by the credential candidate, but required the faculty to model these standards in their traditional face-to-face classes. The goal was to effectively implement these new standards.
The solution had two distinct tracks. Credential students were offered a course designed to meet the new standards by producing a portfolio demonstrating competency. This course was a hybrid of one face-to-face class with the balance presented online. Faculty was offered a series of five workshops designed to integrate the competencies found in the new standards in their traditional teacher education classes. These included both presentation techniques and the incorporating of online resources into the teaching strategies employed in the curriculum.
Student portfolios were evaluated on the basis of the how the standards were incorporated into the products. The students were successful in meeting the new technology requirements. Faculty was evaluated with a pre and post survey over their own perceived expertise with respect to the standards. The workshops offered had no significant impact on their performance. Further findings indicated the workshops had no impact on the use of online resources as part of the traditional course teaching strategies employed by the faculty.