This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.

1. Instructional Technology Leadership
Academy for Pre-Service Teachers
Day of Scholarship 2013
Presenters:
Norma Boakes, EDUC
Amy Ackerman, MAIT
Students of ITLA…..
Louis Apalucci
Toni Capilli
Debra O’Kane
Christine Padovani
Michael Padovani
Rachel Scott
Kate Scelso-Sheeran
Becca Sims

2. Anatomy of the
Stockton TEDU Program
• Content coursework
• Elementary- 60 credits in LA
• Subject specific- 30 credits in subject
• Professional requirements
• Educating Students w/Special Needs
• Diversity in Families, Schools, and Communities
• Instructional Technology for K-12 Teachers*
• Professional Education requirements
• Ed Psyc + 40 hours fieldwork (gateway course)
• Intro courses + 80 hours fieldwork
• Intermediate courses + 80 hours fieldwork
• Student Teaching- 15 week internship

3. Seeking to overcome challenges to better
preparing pre-service teachers
Timing and amount of current training in
instructional technology
Limited flexibility in course sequence within
teacher education coursework
Lack of connection between technology courses,
methods courses, and fieldwork

4. Alignment to Standards
• CAEP- Standard 2- Clinical Practice- seeks evidence for
“candidates integrate technology into their panning and teaching
and use it to differentiate instruction” (p.21 of draft)
• InTASC- Cross-Cutting Theme Technology
• NJPST- NJ Professional Standards for Teachers
• NETS*T Teachers
“As technology integration continues to increase in our society, it is
paramount that teachers possess the skills and behaviors of digital
age professionals. Moving forward, teachers must become
comfortable being co-learners with their students and colleagues
around the world.” (NETS*T website)

5. Lambert & Gong (2010) reported value of even a single stand-
alone course in improving pre-service teacher self-efficacy
Ertmer & Ottenbbreit-Leftwich (2010) note four variables,
including self-efficacy and pedagogical beliefs, that interact to
impact how pre-service teachers should be prepared for
technology integration
Ward and Overall (2010) found that pre-service teachers
showed positive gains in both competency and confidence when
learning technology in conjunction with content-area pedagogy
courses.

6. Honors-style Instructional Technology Leadership
Academy (ITLA) to increase opportunities for pre-
service teachers to gain confidence, knowledge,
and skill
Provide select group of pre-service teachers with
a technology-focused learning opportunity
Encourage a small group of new teachers to
become teacher-leaders in the area of technology
integration

7. Students apply to program - selectively chosen according to criteria
established by SOE
Those chosen are given:
A three-credit advanced technology course (INTC 4650)
Issued technology for use as part of course (iPod)
Access to computer lab space specifically designed to support
ITLA projects
Extra-curricular opportunities (eg. guest speakers, tech PD
sessions, and attend technology conferences)
When possible, special fieldwork placement with tech-savvy
cooperating teachers
Graduates given entree into the online ITLA 2.0 network.

8. INTC 4650
Advanced Technology Integration
• 3 credit hybrid course (3 hours per week- about ½
online)
• Access to advanced tech facilities on campus (ETTC)
• Exposure to advanced tech skills/training tailored to fit
teaching certification area
• Specialized assignments to develop understanding of
technology integration in instruction
• Exposure to experts in the field- teachers & admin
• Participation in PD related to tech (f2f and online)

9. Research design
• Two groups
• Experimental- normal course load in TEDU plus the advanced
tech course and ITLA experiences
• Control- normal course load in TEDU
• Experimental study with mixed methods
• Quantitative via pre- and post-test
• Qualitative through review of artifacts and observation of
teaching
• Length of study- one semester

10. Self-efficacy measurement
Measure degree of reported self-efficacy with technology
integration among
Instrument: Technology Integration Confidence Scale (TICS)
Jeremy Browne - http://www.brownelearning.org/tics/
Based on NETS*T Version 1
We used only first 5 categories - did not include Ethical
Issues as this is not specifically taught in program courses
Technology Integration in the field
Use of proprietary measure (Metiri Group) for technology
integration of student teaching/fieldwork lessons

11. Technology Self Efficacy Survey
-33 items
-6 response scale ranging from not
confident at all to completely confident
Instrument used was based on Browne (2009) Technology Integration Confidence Scale and
NETS*T standards from ISTE

12. Classrooms for the Future Lesson Observation
Instrument
•Lesson observation broken into 3 parts- 1st third, 2nd third, and final third of class
observed. Looks at levels of-
•engagement,
•complexity,
•instruction style, and
•Relevance
•Overall analysis of lesson
•Hardware/software
•Instructional strategies
•Technology use (Teacher and Student)
•21st Century Skills
For more information on instrument go to: http://metiri.com

13. 1st cohort of ITLA
• Consisted of 10 preservice teachers
• Cohort given two-part advanced technology course
• Advanced Technology Integration I (2 cr)
• Advanced Technology Integration II (2 cr)
• Took place Fall 10 & Spring 11
• Lessons learned
• Students advanced their skills and were more apt to
use technology in their teaching
• Structure of ITLA made it difficult to find sufficient
number of participants

14. 2nd ITLA Cohort- 2012
ITLA retooled to be a one-semester add on to
teacher certification coursework
• Intro or Intermediate Semester level student
could apply
• One 3 credit vs. two 2 credit course
experience- Advanced Technology Integration
• Open process for fieldwork experience versus
targeting exact teacher placement

15. Results of 2nd cohort on efficacy survey
• ITLA students showed a mean change of +12.86
points on the TICS scale, while non-ITLA
students showed a mean change of -1.43 points.
• Gains by TICS category:
• Planning and Designing Learning Environments
and Experiences: ITLA +6.86; non-ITLA -0.62
• Teaching Learning and the Curriculum: ITLA
+3.80; non-ITLA 0.00
• Assessment and Evaluation: ITLA +2.60; non-
ITLA -1.00

16. Results of 2nd cohort review of lesson plans
• Lesson plans reviewed on 3 point scale
• 0- no technology use
• 1-tech used was solely teacher-centered
• 6 ITLA vs. 8 non-ITLA
• 2- tech used mostly teacher-centered w/some
student interaction
• 2 ITLA vs. 0 non-ITLA
• 3- tech used by students w/ teacher facilitation
• 2 ITLA vs. 0 non-ITLA

17. Current course Wiki: http://intc4650-spring13.wikispaces.com/
Used to house all course details
Students track work and collaborate via wiki
All ITLA students given iPod Touch for use during course
Added headsets and working on purchase of Chromebooks for next
cohort
First 5 sessions focus on exploration of tools in 4 main areas &
speaking w/K-12 experts
Next 5 sessions online via Google Hangout w/featured topic each
week and time to collaborate w/instructor and other students
Last 2 sessions for sharing experiences and preparing for next term
ITLA Ning: (includes first ITLA alumni) http://itla20.ning.com

18. Twitter- share lesson plans
Louis
Apalucci
Psychology Major,
Introduction
Semester of my Socrative -
Elementary interactive
Education, with assignments
intent on certification
for Middle School FAKEbook- make a “fake” Facebook page
Math and Social and converse with animals, famous
Studies people
Educreations -
“present” lessons
that students can view
from anywhere!

20. Elementary Education-Middle School
Math and English Certification
Intermediate Semester
Click here for classroom video
Examples of Technology:
Smartboards-
Implement many interactive lessons
iPods- Take
pictures,
implement
games in the classroom
with the apps in small groups.

21. Intermediate Semester
Elementary Education
w/ Middle School
Specializations in Math & LA
Jing as a tool to teach and
capture student work.
Making
presentations
“pow”
Interactive whiteboard Assessing students
lessons w/handheld devices
using Socrative
Collaborating about
teaching in Pinterest

22. Socrative Skype
Who knew taking a “quiz” Skype is a great way to bring
could be so much fun?! resources into your classroom!
You can record a session on your
iPod Touch and post it on your
class website or blog!
Vokis
Google Reader Make an avatar for
As a tool for the classroom students and the
teacher.
iPod Touch
The iPod Touch is a fast,
portable device great
for taking pictures, video
recording, and
documenting
Katie Scelso-Sheeran experiences. There also
Elementary Education great apps for learning.
Introductory Semester

23. Secondary English Certification
MICHAEL PADOVANI
Intermediate Semester
Speaking to people
from around the
globe
Used for making
Teaching with an
tutorials for students
interactive whiteboard
For capturing
classroom actions
21st century quiz
and apps to study
taking
vocab
To allow students to
record and view
themselves for
projects

24. Rachel Scott
Intermediate Semester
Elementary/Middle School
Math and Language Arts
 Facebook for education
 Using Evernote on my
iPod Touch to organize
and keep track of
 Learned how to use lessons and materials.
templates on SMART  Using the Show Me app
Exchange to help me to have students
create engaging SMART demonstrate and talk
Board lessons. about how they solve
 Learned about using math problems.
Delicious as a social  Camera allows me to
bookmarking tool to keep take photos of my
track of different online experience and
resources. examples of student
work and activities.

25. Rebecca Sims
Psychology/Elementary Education
Currently Introductory Semester
Student product
for the long term Quizlet: self-study
assessment in material
fieldwork
Socrative: use for
surveys, quizzes,
warm ups, ect.
Class Dojo:
track students

26. Data to be analyzed
• Technology confidence quantitative survey results-
given multiple times to both ITLA and non-ITLA
• Lesson plan artifacts and level of technology use- ITLA
versus non-ITLA students
• Pre- and post- of technology knowledge prompts of
ITLA
• Focus group responses of ITLA graduates

27. Email:
Norma Boakes, EDUC-
Norma.Boakes@stockton.edu
Amy Ackerman, MAIT-
Amy.Ackerman@stockton.edu
Blogs: http://wp.stockton.edu/ITLA or
http://harveyd.edublogs.org

28. References
• Lambert, J., Gong, Y., & Cuper P. (2008). Technology, Transfer, and Teaching:
The Impact of a Single Technology Course on Preservice Teachers’ Computer
Attitudes and Ability. Journal of Technology & Teacher Education, 16(4), 385-410.
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change:
How knowledge, beliefs, and culture intersect. Journal of Research on Technology
in Education, 42, 255-284.
• Richardson, G. (2012). What More Can We Do? Analyzing the Impact of
Preservice Teacher Technology Training on Subsequent Classroom Technology
Integration. In P. Resta (Ed.), Proceedings of the Society for Information
Technology & Teacher Education International Conference 2012 (pp. 2386-2392).
Chesapeake, VA: AACE.
• Ward, G. & Overall, T. (2010). Pre-Service Teacher Technology Integration: The
Team-Taught Cohort Model and TPACK. In D. Gibson & B. Dodge (Eds.),
Proceedings of Society for Information Technology & Teacher Education
International Conference 2010 (pp. 3944-3951). Chesapeake, VA: AACE.