Technology in Teacher Education: Creating a Climate of Change and Collaboration

Abstract

Technology3 is a grant that helped 3 groups of stakeholders (university faculty and supervisors, cooperating teachers, and teacher candidates) with 3 essential technology components (hardware, software, and technology learning support) through a 3-pronged approach based on training, modeling, and mentoring to use technology. Faculty had to revamp their syllabi to include technology; university supervisors had to supervise students' use of technology; cooperating teachers had to assist student teachers with their use of technology; and student teachers had to teach 8 technology-assisted lessons. Technology3 was evaluated with pretest and posttest self-assessments (Mankato Scale and attitudinal scales), an exit survey, changes in syllabi of methodology courses, and student teachers' lessons with technology. The findings suggest that even with modest self-reported skill and attitudinal changes, all 3 stakeholders showed changes in their use of technology. However, as reported in the literature, change takes time and commitment. Four elements—relationships, expectations, incentives, and reinforcement—fostered the collaborative professional development framework.