At the end of the instruction and assessment course, students have attached at least one artifact per INTASC standard that mostly includes informal experiences with students through course field appli- cation. PSTs then have to give a formal presentation that discusses their compilation of the portfolio, their growth during the semester and the program, and future goals for teaching. Each course instructor chooses to organize this component in different ways, especially considering that it takes considerable time to evaluate and present on the entire portfolio for all PSTs in the program. However, one common element in all presentations is that PSTs:
• Provide a brief professional introduction that includes professional goals, reasons for becoming a teacher, etc.
• Share a strong or favorite InTASC standard/artifact and discuss why;
• Share a challenging InTASC standard/artifact and discuss why;
• Reflect upon what was learned so far about the course/the program related to the digital assess- ment portfolio. Describe your professional goals moving forward.
Some PSTs choose to use a screen recording/presentation feature such as Screencastify or Loom to digitally record their portfolio presentation so that they have an additional artifact for their assessment portfolio. The following two figures exemplify just a snapshot of the final product from PSTs (used with permission):
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Figure 1. PST example portfolio philosophy statement
Figure 2. PST example portfolio standards page
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Portfolio Phase 3: The Final Portfolio
While the majority of time spent compiling the portfolio occurs during the mid-program phase, the most important time for PSTs is often when they update and submit their final portfolio. In this phase, PSTs mainly collect artifacts as evidence in this step, and is essential because it occurs during the student teach- ing semester when the more formal teaching experiences have occurred. In this experience, PSTs have more digital artifacts to include such as recorded videos of themselves teaching, examples of feedback and graded work given to students, delivered lesson plans vs. written ones, and digital lesson integration with live students. The expectation at this phase is less formal than at the mid-program phase because PSTs have already established the compilation and expectations of the portfolio and are just adding to it. PSTs present their final portfolios in the final meeting with their university liaison supervisor and their assigned classroom mentor teacher.
The authors believe that the digital assessment portfolio is one of the most important projects that our PSTs complete in the program. This is due to the fact that the ownership lies within three distinct program experiences, from entry into the program and setting up the portfolio, to just before graduation, when students are putting the final touches on it. Each course in the program has a distinct part to play in the development of this online portfolio. Additionally, many of our PSTs use their digital portfolio as an interviewing tool when they begin to look for teaching positions upon graduation. Students can easily publish their Google site, add a unique QR code to their resume, and then can provide the portfolio as evidence of their teaching ability, including technology integration in instruction.
Through this case study focus of digital technology as assessment integration tools, PSTs gain expe- rience with ISTE standards as learners, designers, and analysts of technology integration. As learners, PSTs first experience new technology applications in learning settings where course instructors model and implement technology to facilitate instruction through formative assessment. They also experience this in the student role when creating their digital assessment portfolio. PSTs first practice as a learner before transitioning to their role as a designer and analyst of learning with real and hypothetical students.
In these two roles, PSTs conceptualize and create their own lessons as they implement assessment using a chosen tool and learn to analyze and interpret the results to impact instruction.
CASE STUDY #2 - TECHNOLOGY AS TEACHING TOOLS
A plethora of digital teaching tools exist to assist instructors in meeting all instructional needs of students.
This section of the chapter will focus on examples of how instructors use digital technology to not only accommodate and differentiate learning experiences for students but as a way to engage and support learning in digital environments through online and hybrid course offerings.
One such tool that the authors integrate into courses is VoiceThread. This is an online tool that allows instructors to create narrations using previously established teaching materials (Vickers & Shea, 2017).
Using an iPad or similar device, the instructor creates or imports visual presentation slides and then records a narrated teaching lecture while moving through the presentation. The recording is then posted online using a link that can be imported into a learning management system. Similarly, Screencastify is a tool that allows instructors to record teaching presentations, but uses a feature that records a screen image or screen recording on a computer. An option of this feature allows instructors to record their image as a way to establish presence in the teaching sequence. Instructors model usage of these tools in
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their classes, but expect students to experiment with and create hypothetical assignments for students using their choice of tools.
Flipgrid
Another tool that is frequently used in our program is Flipgrid. This tool has gained massive popularity in Kindergarten through Twelfth grade learning contexts and is slowly catching on in higher education settings (Greene & Greene, 2018). In teacher education, this is important since our PSTs will be expected to demonstrate proficiency with the latest engagement strategies using technology. Quite simply, Flipgrids are social-media inspired video discussion boards. In traditional or online classes, students are often required to post written questions and/or responses to questions on a digital discussion board or aloud in a discussion forum. Students often have a minimum posting/sharing requirement and are required to read and respond to others’ posts. Using Flipgrid, the format of this has changed to accommodate the ease of new video recording capabilities since nearly all students have a camera on their smartphone.
Using Flipgrid, students access the grid board, view the prompt, and then record a brief oral response using their camera or smartphone device. The video can be re-recorded and saved as many times as the student wishes before being posted. Students can then view others’ videos and record their own responses.
Flipgrid provides students with benefits of meaningful discussion centered around content, with the ease, flexibility, and novelty of using a common device. This tool can provide a means for extending learning in the classroom by switching to more online forums through blogs and other web-hosting capabilities.
In the following example, the course instructor sets up the online discussion topic about how the school has changed over time and PSTs post their thoughts regarding this post. Students use their computers or smartphone to respond to the video post. A new feature of Flipgrid is the ability to transcribe words to provide open captioning capabilities for learners needing this accommodation. Course instructors can view the discussion threads in the app, and can record a video or type specific feedback directly to each student. The following two figures show an example screenshot of what this looks like from the instructor/student view.
Figure 3. Flipgrid example screenshot topic
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Cloud Applications
Prior to cloud-type applications, students working on a group project traditionally had to save their work to a hard drive, copy and distribute to group members, edit and revise as necessary, and then scramble to piece together a finished product using multiple copies of a single project. Or students had to be physically present to provide equal input. Synchronous cloud technology such as the capabilities of Google Suite applications have completely changed the way that groups can work on a project by allow- ing students access to a shared document that can be accessed, edited and viewed by all members at the same time, and then saved automatically for immediate access. This technology has greatly contributed to the accessibility and ease of using online platforms for learning. For example Google Docs has been used to facilitate class lectures and discussions (George, Dreibelbis, & Aumiller, 2013), to promote student inquiry through group collaboration in an online class (Chu & Kennedy, 2011), to conduct and complete lab experiments and document in real time (Spaeth & Black, 2012), to map important themes and analytical processes in a literature course (Kucukalic, 2009), and to implement collaborative writing processes among students (Brodahl, Hadjerrouit, & Hansen, 2011). Multimedia tools that allow students to create and edit presentations are hallmarks of higher education.
Data Chat Project
Data literacy is a required skill with the current enhanced focus on standardized testing in today’s class- rooms. It is vital that teachers are well equipped to read, analyze, and use data to inform instruction for the growth of their students (Mandinach, 2012). Research suggests that data literacy can influence teachers’
instructional practices by allowing them to formulate instructional goals, use assessment information to drive instruction, and provide more specific feedback to students (Gambell & Hunter, 2004; Gearhart &
Osmundson, 2009). However, research evaluating techniques and strategies to best prepare future teach- ers to become data literate is scarce (Greenburg & Walsh, 2012; Reeves & Honig, 2015). Data literacy is complex because it is often requires a team mentality and varying degrees of proficiency to evaluate and adequately analyze for patterns.
Figure 4. Flipgrid example screenshot instructor view post
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The data chat project presented in this section is a collaborative group project that provides PSTs with authentic data to examine. PSTs begin the project by filling in a Google form that allows them to choose their first, second, and third choice topic. This is an important step because it shows the PSTs how to use Google Forms as a survey method and provides them the ability to give input on their particular interests. It also serves as a way to assign students in strategic groups.
The project occurs over several class periods and occurs in several steps. The first class period is getting students familiar with the various reports that they will be accessing. Students complete a digital scavenger hunt in which they must watch assigned videos and answer corresponding questions by filling out a Google form. This helps the course instructor to know who has prepared for the project by grading it as a quiz grade. The second step is one of the most important steps because it models for students how to analyze the various reports. The three reports that students access include a demographic report on student characteristics, and a blueprint report that looks at the various components of the assessment such as the standards tested, the frequency of the standards, the number of questions, and the standard categories. The final report is the actual item analysis report that breaks down each test question with the correct/incorrect responses and the percentages of students who choose each answer choice. This helps PSTs to begin to see patterns in particular areas of strength and weakness and to address these areas in instructional interventions aligned to the standards. For practical and accessibility purposes, the data used is released data from the Texas State Assessment of Academic Readiness or STAAR (Texas Education Agency, n.d.) test given to Texas school children during the 2017-2018 academic school year.
These scores are readily available and allow teacher educators to protect student confidentiality while teaching PSTs about data use in authentic contexts. During this step of instruction, course instructors use Nearpod as the formative assessment method to ensure that PSTs are analyzing the data correctly and performing math calculations with accuracy. The whiteboard feature of Nearpod allows students to submit their calculations in real-time and the instructor can correct misunderstandings immediately.
Once they have performed proficiently in this step, PSTs work collaboratively in their assigned groups to complete the data analysis worksheet which guides students through the various data analysis func- tions they must perform. PSTs analyze the data set, identify the strengths and weaknesses of the data, hypothesize underlying causes for the data results, and create an instructional plan of action based on the information available. By working in a group environment, the goals of the project are better able to simulate an authentic data meeting that would occur on a K-12 campus. Because the face-to-face time frame for students to work on this is limited (due to field observations and other course limitations), PSTs are encouraged to work on these steps through collaborative work in Google docs and Google slides.
After PSTs finish data analysis and interpretation process, the final phase of the assignment is to continue peer collaboration by creating an informational data presentation for the rest of the class. The purpose of this phase of the project is to create a simulated environment for PSTs to practice talking about student performance data in a professional setting. PSTs share their important data conclusions, instructional strategies, and assessments and then create a visual presentation to deliver. The expecta- tion is that the presentation will be oriented towards a collaborative team of instructional professionals (campus principal, intervention specialist, special educator, etc.). A list of the presentation expectations are provided below.
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Data Chat Presentation Requirements
• Data group and overall performance.
◦ Number of students.
◦ Test blueprint.
◦ Demographics.
◦ Charts and visual displays.
• Data strengths.
◦ Reporting categories, standards, test questions.
• Data weaknesses.
◦ Reporting categories, standards, test questions.
◦ Instructional strategies to remedy weaknesses.
◦ Formative assessments.
◦ Summative assessments.
• Final overall conclusions.
Figure 5. STAAR data chat content slide
Figure 6. STAAR demographic slide
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Figure 7. STAAR challenging question slide
Figure 8. STAAR challenging question instructional strategies slide
Figure 9. STAAR challenging question re-assessment slide
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The following figures demonstrate what a final product would look like in the final Google slide data presentation given by the PSTs. Figure 5 shows the content, Figure 6 shows an example of the demo- graphic information that was analyzed, and Figures 7, 8, and 9 show a relevant challenging question, how it was analyzed, how it will be addressed instructionally, and then how it will be re-assessed.
The wide variety of instructional-based technology tools allows PSTs numerous opportunities to develop their capabilities as digital collaborators, designers and facilitators, and leaders of learning.
Similar to the assessment tools in the first vignette, PSTs have opportunities to design and facilitate instruction through lesson planning assignments that incorporate technology integration and later teach them in field-based settings and the practicum semester. But what is unique about our program is that PSTs also experience true collaboration through our Google cloud integration assignments. PSTs have traditionally experienced, “group work,” but this does not always translate to true collaboration. How- ever, purposefully designed technology integration in the assignments better facilitates collaborative technology skills through authentic tools, sharing ideas and approaches to problems, and identifying appropriate technology resources to address the stated problems. Furthermore, PSTs have opportunities to act as leaders in their ability to create a presentation, communicate a vision using data, and advocating for equitable access for their students through the data chat project.
CASE STUDY #3 - USING TECHNOLOGY TO ENHANCE FIELD EXPERIENCES EPPs have long struggled to enhance the quality and quantity of field experiences during teacher prepara- tion coursework (Zeichner, 2010). This final section details the initiatives and ideas that the EPP explored in using technology to enhance these experiences. For example, teacher candidates in the program have opportunities to practice teaching in simulated field environments known as TEACHLive before begin- ning the clinical student teaching experience. TEACHLive allows the PST to interact with digital avatars as a way to plan and reflect upon their teaching practice using simulated classroom settings.
The department also utilizes digital recording tools as reflection devices in field settings. Using tools such as Swivl, PSTs can digitally record themselves teaching, can upload the videos to send to course instructors and university supervisors, and can continually reflect upon the teaching and learning process.
However, the use of digital recording tools requires extra careful attention and close partnerships with sponsoring K-12 districts since minor children are involved. Memorandums of Understanding (MOUs) clear partnership agreements, and our challenges and successes with using such tools in the classroom will be discussed here. This is an especially important conversation in light of recent conversations sur- rounding the need for more performance-based assessments of preservice teaching before graduation from the EPP.
Using TEACHLive to Facilitate Authentic Pedagogical Practices
EPPs continue to refine and implement various meaningful experiences in PST preparation. Research on the importance of early field experiences has been studied for the past 2 decades (Curtner-Smith, 1996; Godt, Benelli, & Klein, 2000; Zeichner, 2010). Unique approaches to pedagogical practices coupled with high quality field experiences assist PSTs in developing and implementing high leverage practices to better meet K-12 students’ needs. While field experiences are imperative to PST develop- ment, it is important that high quality field experiences are created to better prepare PST for entry and
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sustainability in the classroom. Field experiences in school-based settings, along with other forms of field experiences where PSTs are able to practice skills are beneficial to PST learning. Various means of field experiences have transpired over the years to include augmented and virtual reality simulations.
Virtual learning environments allow PSTs opportunities to practice skills in a low-stakes environment (Peterson-Ahmad, Pemberton, & Hovery, 2018).
Virtual reality platforms such as TEACHLive and Mursion allow PSTs opportunities to interact with digital avatars as a way to plan and reflect upon their teaching practice using simulated classroom set- tings. Our EPP uses TEACHLive with PSTs in connection with their traditional early field experiences in K-12 settings. PSTs engage in traditional early field experiences (small group teach, observe, teach a mini-lesson) before entering the clinical student teaching experience. Additionally, we couple the traditional early field experience with TEACHLive. This gives PSTs additional opportunities to practice and refine skills that they need to improve upon.
Establishing Teacher Presence
Early field experiences give students opportunities to practice content and skills learned in coursework in a practical environment. Field experiences also afford PSTs opportunities to establish their profes- sional presence as an educator. PSTs often find it challenging to shift from that of a “college student” to that of an “educator.” This is an important paradigm shift that PSTs must develop before entering into the classroom. One way we help PSTs establish their teacher presence is through the use of practice in a virtual environment. Early into admittance into the EPP, foundational courses include experiences where PSTs can practice interacting with kids. One way our EPP gives students experiences to establish their teacher presence is through the TEACHLive lab. PSTs in foundations of education classes as well as learning theory and development encounter a demo in the lab prior to ever teaching a lesson. The demo includes opportunities for PSTs to introduce themselves and establish a rapport with the students in the TEACHLive lab. In essence they get to “feel out” the students and see more of their personality traits. Moreover, they have opportunities to engage with the students with a professional presence. For example, PSTs introduce themselves as Mr. So and So or Ms. So and So. For many PSTs, this is the first time they have referred to themselves with a professional title. PSTs are also encouraged to use their
“teacher voice and presence” when talking to the student avatars. This first demo interaction serves as a powerful experience for PSTs early into their program of study.
Refining Skills
The TEACHLive lab is also used to help PSTs refine and practice specific techniques. In the traditional (school-based) field experiences our PSTs implement a mini-lesson activity in their field placement where they teach a mini-lesson in collaboration with their assigned mentor teacher. Following their self-reflection immediately following their implementation of the mini-lesson, they reflect on things that worked well, didn’t work well, area of growth etc. In particular, the mentor examines the types of questions asked, wait-time, active engagement of all learners, redirection as needed, etc. PSTs note reflections such as not giving enough wait time for students to respond when prompted or they note that they call on certain students but not the entire class. With this information gleaned from their self-reflection, students come into the TL lab and teach the same mini-lesson to the avatars where they work on targeted skills such as