Pre-service Teacher Training in Computer Technology
Integration for Classroom Instruction 

Charles E. Notar
Jacksonville State University

Janell D. Wilson
Jacksonville State University

Jordan Barkley
Jacksonville State University

Carol Uline
Jacksonville State University

Introduction
     This article reports student comments regarding their experiences as part of a federally funded educational technology grant. The primary goal of the grant was to create a program where pre-service teachers developed competency in the use of technology for the academic success of their students. Objectives established to obtain that goal were the pre-service teachers will be able to:

(1) Create learning environments where advanced technology is used to teach content standards,
(2) Use a variety of classroom management techniques necessary for successful technology integration,
(3) Create technology connected lessons that include new designs for learning and enhanced pedagogy,
(4) Analyze student achievement/assessment data to make decisions for structuring technology connected lessons, and
(5) Create an educational website to enhance classroom learning.

     Outcomes established for the grant were (1) A new program developed to produce high quality, technology-proficient teachers, (2) Teacher education faculty trained to sustain the program after the third year, and (3) Educational websites and technology connected lesson plans developed and shared via the web.
     Grant subjects were pre-service teachers K-6, teaching in the southeastern United States. The number of pre-service teachers served by the grant in the first year were 45, in year two were 38, and in year three 58, for a total of 141 elementary pre-service teachers in the 2003–2006 time frame. Four schools systems were involved, with placement of the pre-service teachers in 15 schools. The grant taught a state educational technology program for the pre-service teachers; additionally, pre-service teachers received instruction for website design to be used during student internship. Pre-service teachers completed practicum and student internship in the same grade and were able to work with the same cooperating teacher for a full year. Hence, the pre-service teachers knew what and when they would be teaching and could design a website for their target population.
     These pre-service teachers enrolled in the mandatory technology class to complete their undergraduate requirements in elementary education. The grant provided enhanced training for effective integration of instructional technology applications in the elementary classroom setting. Pre-service teachers completed computer technology training in a laboratory with 25 computer stations. Grant instructors maintained a 1:12.5 student–instructor ratio for the training.
As in the previous two years, 2005–2006 pre-service teachers attended either a Thursday or Friday session for a total of seven training sessions. The instruction the pre-service teachers received was based on the state-developed educational technology program and the development of a website, integrating technology for the grade level of their clinical experiences. Pre-service teachers used the “Adobe-Go-Live” software program during the first two years of training, and in the third year, they used the LiveText application.
     Grant evaluators observed each of the seven training sessions, noticing pre-service teachers’ excitement about the training: pre-service teachers shared items they found, helped each other work through problems before going to the instructors, and worked through breaks.
Data Collection
     Through qualitative and quantitative analyses, data disclosed the year-long efforts of the technology training project instructors, K-6 pre-service teachers, university professors, and evaluators. Evaluation of the grant activities included the following:

*      Levels of Technology Implementation (LOTI) survey pretest/post-test;
*      university supervisor observation of the teachers’ use of technology in classrooms during student teaching;
*      a survey of pre-service teachers’ students’ computer abilities;
*      intern pretest/post-test self evaluation of technological abilities;
*      reflective journals;
*      evaluator observation of pre-service teachers in their intern classroom;
*      evaluator end-of-instruction interviews; and
*      website evaluations.

     The pre-service teachers’ interview responses comprised the data. Face-to-face, end-of-course interviews completed by grant evaluators provided the best perception of the grant meeting the identified grant goal.
The interview process included two components: Part I, questions pertaining to the integration of computer technology into the classroom; and Part II, questions related to the effectiveness of the computer technology training.
Interview questions were as follows:
Part I:
     These questions pertain to the integration of computer technology in the classroom during clinical experiences.

1. How was computer technology instruction effectively used for students to achieve curricular objectives?
2. How were students motivated by the use of computer technology?
3. How did computer technology enhance the learning activities of your students?
4. How did you plan for the adequate use of computer equipment available for the number of students to complete the learning activities?
5. How do you feel about integrating computer technology into instruction as compared to traditional instruction?

Part II:
     These questions pertain to the computer technology training.

1. What did you know about integrating computer technology into instruction before this course?
2. Did you like the training you received in the computer technology lab?
3. Was it easy to follow the instruction in the computer technology course? Explain
4. What did you learn from the website sharing session?
5. How are you using the computer technology training outside the computer technology lab?
   

Data Analysis
     This section addresses the results of the data analysis. Frequency counts revealed thematic responses for each of the ten questions; pre-service teachers’ quotations validate the thematic responses reported.
Part I Question 1
How was computer technology instruction effectively used for students to achieve curricular objectives?
     Planning and presenting instructional materials was the most frequent response to this question. Common uses for planning and presenting included teaching and introducing new concepts with PowerPoint, review of materials/drill and practice via gaming (Jeopardy!), scavenger hunts, web quests, and virtual tours/field trips. Pre-service teachers also reported using computer technology for student research and writing activities. Further, pre-service teachers utilized computer programs to provide immediate assessment of student learning.
I walked into a class where two kids had computers…most didn’t know how to use them. Now, they all use the computers often for instruction and review.  I have used technology to teach units, and show kids maps online. I have used computers to turn two dimensional information into three dimensional information.
All my students know that I have a website so the students access my website to download the spelling words I post on my website. We have done power points and used the jeopardy template in my classes.
Part I Question 2
How were students motivated by the use of computer technology?
Responses indicated that students were interested in all classroom activities that integrated computer technology. Pre-service teachers reported students appeared more motivated to behave and to participate when lessons included the integration of computer technology. Visual stimulation, strong student engagement, and ‘boosted feelings’ of importance associated with the use of computer technology motivated student learning.
They get excited just knowing that they were going to be able to use the computer. They were excited to do something new, and this made them want to pay attention.
When students were allowed to use the remotes for the electronic whiteboards, they felt very motivated . . . They behaved better because they knew that if they did, they would be allowed to use the technology.
. . . The more that I used the computers in the classroom, the more motivated they became to learn and use the technology that was made available.
Part I Question 3
How did computer technology enhance the learning activities of your students?
     The interactive nature of activities with integrated technology allowed slower learners to work at their own pace and contributed to all students becoming independent learners. Additionally, visuals and sounds stimulated high interest in classroom activities.
It made it possible for them to use more of their senses in the learning process. It allowed them to rely not only on visual and auditory but also allowed them to participate in the kinesthetic side.
They all learn so differently.  They have individual needs which can be met by using technology.
It is very engaging. It allows special needs students to participate as well as everyone else.
Part I Question 4
How did you plan for the adequate use of computer equipment available for the number of students to complete the learning activities?
     The pre-service teachers maximized the use of technology in the following ways:

*      Pairing or grouping students for computer activities,
*      Using single computers for learning stations,
*      Visiting computer labs or bringing in laptop labs, and
*      Teaching whole-class lessons with one monitor.

I used technology during group times which insured that each student was able to get some computer time.
I used the lab [during the technology teacher’s lunch period]…[my students] normally only go once a week…Each student has his/her own computer, and I have a projector to project the information for them.
Part I Question 5
How do you feel about integrating computer technology into instruction as compared to traditional instruction?
     Pre-service teachers unanimously stated their answer to this question as follows: “It is great.” “Love it!” “It is fun.” Beyond initial exclamations, pre-service teachers supported their comments with rationales such as: better than text, less boring than worksheets, endless opportunities, interactive, more student control, immediate feedback, and endless enrichment opportunities. Computer technology made information come alive. Other comments provided support for the use of technology as a tool that enhances instruction. Computer technology offered more student opportunities than a single teacher could offer, allowed immediate instructional changes, and gave students more control over what/how they learned.
Traditional instruction made students believers based on what I say … computer technology allows them to look up answers on their own and believe what they find.
Technology takes the students to a different level. It’s the way it is in the real world.
I love to integrate technology. I would much rather teach with technology. Technology excites them. A smart board would get them very involved. Schools don’t have enough money to integrate these things, but I would much rather teach using them.
Part II Question 1
What did you know about integrating computer technology into instruction before this computer technology course?
     The pre-service teachers’ frames of mind when using technology ranged from ‘afraid’ to ‘familiar’ but not comfortable. Most were familiar with email, basics of searching the Internet, word processing, and fundamentals of PowerPoint. However, the majority of the pre-service teachers did not know how to integrate computer technology in the classroom.
Before, I didn’t realize the potential of the technology.
Nothing at all…this has been a miracle class.
Before this workshop I really did not know much more than using websites and doing PowerPoint. I did not know there were so many things on the web these kids could do and use.
Part II Question 2
Did you like the training you received in the computer technology course?
     Pre-service teachers praised the practical, hands-on training in a risk-free environment of the computer technology lab. Pre-service teachers appreciated the open, informal atmosphere where well-prepared instructors were available to work with them one-on-one, as well as in pairs or small groups. Instructors provided access to kid-friendly programs which matched instructional objectives at K-6 grade levels.
I liked the ability to ask questions, not only of the instructors but also of my peers. Everything we learned in the lab we could use in the classroom.
It was new, and I felt like I was growing into the world around me.
I feel like I am more up to date now.
Part II Question 3
Was it easy to follow the instruction in the computer technology lab? Explain.
     Pre-service teachers found following instruction easy, as information was presented recipe-like, step by step. Handouts accompanied instruction on the Smart Board. Instructors provided practical, user-friendly assignments, and circulated throughout the lab to answer individual questions.
The instructors made it step by step so that you wouldn’t become lost easily. And if you did become lost, they would work with you one-on-one so that you could catch up with the rest of the class.
The instructors used the Smart Board to explain things so I could see what I have to do at the keyboard. Also, we had time to practice before going home to try it by ourselves.
Part II Question 4
What did you learn from the website sharing session?
     The website sharing session prompted pre-service teachers to realize websites may take on many forms, utilize elements appealing to multiple learning styles, incorporate pictures and graphics, and provide activities for student use in the classroom. Further, the pre-service teachers felt an increased sense of motivation for the creation and use of websites.
The sharing has motivated me to learn as much as I can about technology so that I can share it with others.
I learned how different people think. I learned about myself and how I’m different than my peers. I learned different strategies and techniques to use when preparing lessons. And, I found lots of useful resources.
Part II Question 5
How are you using the computer technology training outside the lab?
     Pre-service teachers most often utilized the computer technology training outside of the technology lab in two ways: classroom use and parent/community communication. Classroom use included the creation of lesson plans, instructional aids, teacher-created websites, links to outside websites, PowerPoint presentation, and student research. Additionally, pre-service teachers continued to use the website technology to effectively communicate with parents and community members.
I have used the LiveText website to do lesson plans and scavenger hunts so that I have as many resources as possible in the classroom.
I use this instruction in my classroom weekly if not daily. I send a newsletter home, and I use games to help them with their homework.
I put everything I learned from this lab onto my cooperating teacher’s computer for her.
Summary
     Pre-service teachers learned to use computer technology for assessment of student learning. Pre-service teachers learned to use technology to create various summative assessment tools. The pre-service teachers moved beyond the initial training and used computer technology to create activities which led to formative assessments of higher order thinking skills.
     Throughout the interview process, pre-service teachers commented that computer technology training activities implanted in them the ‘need’ to maintain integration of computer technology into instruction as a daily component of classroom activity.
     The volume of computer technology materials available for classroom purposes surprised the pre-service teachers. Development and use of teacher-created websites was key to pre-service teachers’ realizations of the possibilities of computer technology integration in the classroom.
     The goal of the grant was met!