Field Experience

Through Project TITUS we have developed the Technology Mentor Model, a process for infusing technology into teacher candidates' field experiences. This model is facilitating our ability to impact both teacher certification programs at the University and educational programs in our k-12 urban partner schools. The Technology Mentor Model involves field-based assessment, professional development, and field placements. Multiple assessments of the technology capacity of potential field settings assist university faculty to find productive technology-based field experience for teacher candidates. Information from the assessments helps project faculty plan and implement technology-based professional development for k-12 mentor teachers. Teachers involved in Project TITUS professional activities serve as field based mentors for teacher candidates. Finally, these field placements are collaboratively evaluated by university faculty, k-12 mentors, and teacher candidates. Titus Technology Mentor Model The Technology Mentor Model involves field-based assessment, professional development, and field placements. Multiple assessments of the technology capacity of potential field settings assist university faculty to find productive technology-based field experience for teacher candidates. Information from the assessments helps project faculty plan and implement technology-based professional development for k-12 mentor teachers. Teachers involved in Project TITUS professional development activities serve as field based mentors for teacher candidates. Finally, these field placements are collaboratively evaluated by university faculty, k-12 mentors, and teacher candidates. Technology Mentor Model Assessments The Project TITUS Technology Mentor Model uses a multi-method approach to gather information that can help university faculty facilitate successful technology-based field placements for preservice students. Through a variety of assessment tools, characteristics of technology use in field-based settings can be systematically gathered. This information includes the level of commitment towards technology that a school community displays, individual teachers patterns for integrating technology, and the level of technology integration skills teachers possess. This information can be an important indicator of the support necessary to facilitate teachers’ long term use of technology in their classrooms. From this, university and school partners can make informed decisions and plans for professional development activities. A variety of surveys and interview tools are used to systematically gather the above information. Principal Interview Protocol Using this semistructured interview protocol, university faculty can learn about a principal’s vision for instructional technology, methods of technology planning, and professional development plans for faculty and staff. Principal Interview Protocol Technology Coordinator Survey A school’s technology coordinator has a realistic, broad overview of how technology is managed within the building and what the patterns of technology integration are across classrooms. This survey provides a way for technology coordinators to report this snapshot of current technology access and use within the building. Technology Coordinator Survey Technology Integration Teacher Survey and Observation Protocol This survey provides a tool for teachers to report their current knowledge, attitudes and behaviors towards integrating technology into their instruction. The survey represents a continuum that spans four dimensions from technology nonuse to technology enhanced curriculum development. The Teacher Observation Protocol is based upon the Technology Integration Teacher Survey. It is designed to document how technology is being integrated within a lesson in K-12 classrooms Technology Integration Teacher Survey Observation Protocol Project STEP-UP Project STEPUP (Supporting Technology Experiences for Inservice and Preservice Professionals in Urban Programs) was designed to prepare and support preservice and inservice teachers as they create and implement technology infused learning environments in the North Lawndale area in Chicago. This project establishes collaborative networks of school and university professionals who together maximize opportunities for technology to be integrated within CPS curriculum as well as in the UIC elementary education teacher preparation program. As such, it is increasing the number of veteran and new teachers can develop the ability to create technology infused learning environments. The goals of Project STEPUP are The goals of Project STEPUP are to develop and implement a model for training preservice and classroom teachers to use technology effectively in urban classrooms in the North Lawndale community and to build and expand a community of teachers in the North Lawndale area who can develop technology infused learning environments. Project STEPUP activities include a year long professional development workshop for teachers, infrastructure development within North Lawndale schools, and curriculum development.

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