PROJECT DESCRIPTION

 

Rationale:

 

      •   The emphasis in integrating technology in instruction should

           be on instructional design rather than learning software tools.

 

      •   Collaboration of faculty and preservice students in developing

           technology-enhanced instruction will facilitate courses and

           experiences of future teachers.

 

      •   Information technology can enhance the quality of the learning

           experience for preservice students.

 

      •  A public/private collaboration is important in exploring the

           potential for technology to enhance teacher education.

 

 

Preparing Tomorrow’s Teachers to Use Technology Grant Program:

 

      The BLT project was one of 468 grants awarded by the U. S.

      Department of Education since 1999 to:

                     

      •   Transform teacher education through integration of technology

           in instruction throughout the preservice curriculum

                   

      •   Assure that future teachers develop the knowledge and skills

           required for enhancing teaching and learning enriched with

           technology.

 

 

The Building Learning with Technology (BLT) Project:

 

      •   Design teams each composed of one K-16 faculty member

           and several students collaborated to create standards-based,

           technology-enhanced units.

 

      •   A BLT template provided a scaffold for faculty-student

           design teams in building their units.

 

      •   Development of BLT units began during 3-day January Design

           Institutes, which emphasized technology-enriched instructional design.

 

 

      •   From February-June design teams continued unit development

           via monthly support meetings with project staff.                 

 

      •   The 5-day July Design Institute provided additional

           opportunities for enhancing units being developed.

 

      •   An additional 8 days following the July Design Institute

           were devoted to completing units.

 

      •   Unit implementation occurred during the subsequent academic year.

 

      •   Design teams revised their units based on implementation

           outcomes and a BLT rubric for evaluating units developed.

  

 

Project Participants:

 

      •   Design teams of four students and their faculty advisors

           from two Future Educators of America chapters in the Prince

           George’s County (MD) Public Schools

 

      •   Prince George's Community College faculty/student design teams

 

      •  University of Maryland Core Area and Teacher Education

           faculty/student design teams

 

      •   Design teams composed of mentor teachers from the Prince

           George's County Public Schools and University of Maryland students

 

      •   EdGRID design teams from Mount St. Mary’s College,

           Montgomery College, Montgomery County (MD) Public Schools,

           and University of Maryland (College Park)

 

 

Components in Developing BLT Technology-enhanced Units:

 

      •   Identifying important standards that future teachers need to meet

 

      •   Brainstorming ideas for units

 

      •   Searching for electronic resources (on the Internet and elsewhere)

 

      •   Developing an outline of a unit using the BLT template

 

      •   Learning software as needed by the unit designed

 

      •   Developing performance-based assessments

 

      •   Implementing units developed

 

      •   Revising units based on implementation outcomes and

           rubrics for evaluating the quality of units