Marina Milner-Bolotin, Jeongho Daniel Cha, Svetlana Bolotin- Chachashvili , Latika Raisinghani
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Transcript of Marina Milner-Bolotin, Jeongho Daniel Cha, Svetlana Bolotin- Chachashvili , Latika Raisinghani
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Marina Milner-Bolotin, Jeongho Daniel Cha, Svetlana Bolotin-Chachashvili, Latika Raisinghani
Friday, July 12, 2013IPTEL 2013, UBC
An International Study of Technology Use in Mathematics and Science Teacher Education
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Research Team
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Teacher Education in Canada and S. Korea
Canada South KoreaLevel Post-Graduate
Concurrent (B.Sc.+B.Ed.)B.Ed. (elem. and sec.)M.Ed. (only for secondary)
Length 4-5 years (B.Sc.) + (8 months to 2 years)
4 years (B.Ed.)2-3 years (M.Ed.)
Certification Provincial NationalMath & Sci. Secondary (2 subjects) Elementary & Secondary (2
subjects)Admission requirements
Depends on the province (65% GPA UBC)
University Entrance Exam &Graduation req. 75% GPA
Bar exams Do not exist Teacher Selection Test (529 for math, 461 for science)
Job guarantee Depends on the province National exam for public school
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Technology & Teacher Education
• Teacher-candidates will teach 30+ years• Technology change is exponential• Availability of technology is not enough• Kids struggle with math and science• Technology is changing the world, should it
change our schools?• Should we prepare teacher-candidates for it?
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Paradox of 21st Century Teacher Education
Teacher educators many of whom were born BC (Before Computers) prepare future teachers…
It is a big challenge to keep up with the technological developments. It is also impossible to envision the technologies of the future, so how do we prepare teachers?
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Goals of the Study
(a) To investigate the extent of technology integration in relevant methods courses in TEPs in Canada and South Korea
(b) To examine Math and Science teacher-educators’ attitudes about technology integration and their relationship to teacher-educators’ use of technology.
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Theoretical Framework
Mishra & Koehler, 2007
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Theoretical Framework
Modified Technological-Pedagogical Content Knowledge Framework
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Methods
• Countries: Canada and South Korea• Online survey to math & science TEP instructors• Instructors were contacted via e-mail
Canada South KoreaParticipants N Canada= 28 N S. Korea= 27
Estimated % of total population
22% 21%
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Survey - Development
• Validated by a team of experts• Internal consistency checked (Cronbach's alpha =
0.88)• Reliability checked - pilot • Online survey: Survey Qualtrics software used• SPSS used to analyze data
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Survey - I
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Survey - II
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Survey - III
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Survey - IV
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Survey - V
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Survey - VI
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Survey - VII
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Survey - VIII
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Survey - IX
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Survey - VI
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Study Variables
• Independent variables:– Demographic variables– Teaching background variables
• Dependent variables:– Uses of educational technologies– Attitudes about educational technologies
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Results and Discussion
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Teaching Experience
Canada South Korea0%
10%20%30%40%50%60%70%80%90%
100%
<10 years 54% < 10 years
44%
11+ years 46% 11 + years
56%
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Results and Discussion
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Main Findings
• No significant differences were found between the countries
• Teacher educators are interested in using technology and exhibit positive attitudes about it
• They are interested in Pro-D opportunities• Positive correlation between attitudes towards
technology and its use (r=0.355, p=0.008)• Extensive use of technology doesn’t lead to the
disappointment with it…
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Conclusions
1. Focus on the use of technology within the subjects
2. Examine the implications of technology use in Math and Science
3. Teacher-educators’ attitudes should be taken seriously
4. Support for teacher-educators is crucial 5. Technology implementation across different
subject areas should be explored
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• Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In Society for Information Technology & Teacher Education International Conference (Vol. 2007, pp. 2214–2226). Retrieved from http://www.editlib.org/p/24919/
Resources
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Results and DiscussionTeaching Experience
Canada South Korea0%
10%
20%
30%
40%
50%
60%
less than 1011 and more
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The Generation Gap: Teachers & Students