Overview
- What a pre-assessment can tell you about the digital readiness of your university, department, faculty, and preservice students.
- What these universities envisioned for technology and AI use in their programs.
- What strategies and tactics did they employ to accomplish their goals and advance their visions.
- The changes they accomplished as they integrated technology into syllabi; increased faculty awareness, knowledge, and skills; integrated technology and AI into preservice courses; discussed the technologies currently used in K-12 that their future teachers would need, etc.
- The policies and statements they adopted to guide their departments in using technology and AI.
- The host of things they were able to accomplish in a single year.
- Their next steps as they build on this year of transition.
Georgia Southern University
The team investigated technology implementation in their initial certification program. Faculty primarily used limited tech like Google Docs and PowerPoint. Pre-service students were hesitant to explore beyond field placement classrooms.
Goals
- Understand how students and faculty identify and categorize instructional technology, shaping our approach to impactful integration.
- Provide a monthly newsletter highlighting AI and instructional technologies for undergraduate, graduate, and K-12 classrooms.
- Enhance the Characteristics of Learners with Disabilities course to focus on assistive and innovative technologies for K-12 students.
University of Hawai’i at Mānoa
The team developed program-level technology integration maps, utilized mentor feedback to inform a statewide technology map, and conducted a gap analysis to identify professional development needs and proposed relevant training topics.
Short Term Goals
- Develop program-level maps of technology integration.
- Conduct a gap analysis.
- Identify what faculty want/need and additional instructional/assistive technologies.
Long Term Goals
- Share back with SPED faculty what the programs are doing/learning.
- Create a resource bank of information related to PD.
- Collect data on the use of new strategies in their programs.
- Look at syllabi, collaborate on wording for tech integration.
University of Southern Mississippi
The University of Southern Mississippi aimed to update their curriculum with technology tools and integrate assistive technology (AT) into their special education program. Through faculty surveys and CIDDL resources, they redesigned their M.Ed. coursework and shared technology tools with faculty and students.
Goals
Redesign syllabi, coursework, and assignments to meaningfully integrate technology and ISTE standards.
Provide resources for faculty on technology tools and resources through a variety of media (emails, social media, faculty gatherings).
Survey faculty on program needs.
University of Central Missouri
University of Central Missouri (UCM)’s Tech Alliance Team enhanced technology integration in their teacher preparation programs by adopting and modifying the Technology Integration Planning Cycle, developing a task analysis and flowchart, and incorporating these tools into methods courses. They emphasized continuous improvement through surveys and ongoing education for both faculty and students to ensure alignment with current technological practices in school districts.
Goals
Develop a comprehensive framework that provides structured guidance for researching and evaluating educational technology.
Faculty collaborate to learn and share new technologies.
Students will learn and apply the framework across the program, then generalize the skill in their teaching career.
Indiana State University
Two faculty members at Indiana State University analyzed baseline data to enhance preservice teacher preparation through technology integration, identifying gaps, and developing a syllabi rubric for
continuous improvement.
Goals
Improve Data Accuracy: Gather stakeholder survey feedback by December 2023 to inform decisions.
Enhance Faculty Technology Skills: Present CIDDL Tech Alliance data and create a technology integration rubric by March 2024.
Advance Special Education Practices: Conduct a gap analysis of SPED 226 syllabi and provide training for adjuncts and preservice teachers by December 2024