Download - Educational Technology & Society

43. How prepared do you feel to teach students in an urban setting? Why or why not?
44. At the end of the process were your expectations for your Capstone portfolio met? Why or why not?
45. How would you describe your experience in the field?
46. Please discuss strengths and weaknesses of the Master’s program.
Figure 2. Capstone Seminar Survey
Results: Consequences of Using Carmen
The instructors’ goals were to determine the effectiveness of using a web-based course management/portfolio tool
for master’s students during the Capstone experience. Reviewing reflection papers and measuring the pre and post
surveys of candidates’ perceived knowledge, skills and dispositions gave the instructors a strong indication if the
candidates had achieved better knowledge of technology usage and state standards. The final goal was to increase
the candidates’ willingness to utilize technology in their teaching as well as for creating portfolios with their own
students in future teaching placements. Teacher candidates were specifically asked about the benefits and difficulties
of using the Carmen system (see Figure 2) and similar comments are paraphrased and grouped in each section.
Participating in online discussions and activities
In the beginning, preservice teachers’ attitudes toward the web-based portfolio were evenly divided, positive and
negative. Some examples of positive comments were
I have never participated in online discussions, but I feel it is necessary to learn.
I think it sounds like a great idea, but I've never done it before.
Some examples of negative comments were
I don't like online discussions. It is easier to accomplish in person. The time we had an online discussion
was very distracting with other conversations and late ideas posted that were irrelevant to the subject matter
being discussed.
These discussions are typically very stale and do not provide the same depth of benefit/learning that occurs
within a class.
Or, some tried to define what online discussions and activities are:
Blogging, submitting questions/answers, getting others ideas, plans, resources, etc...
By the end of the program, their comments concerning participating in online discussions and activities had changed
to predominately positive. One student indicated that it is “similar to talking on the phone, but being able to discuss
things with more than one other person.” Another student noted that she “gained knowledge through technological
advances-videos online.” However, some teacher candidates still preferred in person discussions.
Knowledge and skills of using instructional technology
Teacher candidates who used Carmen report greater skill in using tools such as PowerPoint and Microsoft Word,
after being required to use these tools in Capstone. Figure 3 depicts preservice teachers’ perceived knowledge and
skills of using educational technology that supports student learning, as well as integrating technology and
information literacy: thirty-three percent in the pre and two percent in the post surveys reported having no (NK) or
little knowledge and skills (LK); 45% percent in pre and 87% in the post survey rated themselves as having sufficient
(SK) or full knowledge and skills (FK). In summary, teacher candidates were more satisfied that they had created a
more comprehensive portfolio that showed their growth as a teacher in terms of knowledge and instructional skills.
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