PT3 brings teachers and technology together

Start with a computing environment that is unstable and inadequate. Add faculty with different levels of technology experience and training and too little hardware and software. Now superimpose an economy that demands new teachers who can prepare students to graduate with a basic understanding of technology in order to work. What do you have? So far you have most of the teacher education programs in the country. The Warner School was typical, with a graduate teacher education program that lacked the technology resources and know-how to meet new state and national technology competency standards.

Now bring in the U.S. Department of Education with a program and cash resources designed for "Preparing Tomorrow's Teachers to Use Technology (PT3)." At the urging of Dean Raffaella Borasi, faculty and staff assembled a comprehensive multiyear plan and applied for a PT3 grant, which was funded initially in 2001 for $260,377 and recently renewed for a second year. In July 2001 Borasi hired Catherine Collier, Ed.D., formerly assistant professor in teacher education programs at Lesley University in Cambridge, Massachusetts, and at the University of Alabama, and co-editor of the 2001 volume Technology in its Place: Successful Technology Infusion in Schools, as PT3 project director.

Collier's first step was to assess the School's existing resources and needs. With two graduate doctoral assistants, Brian Bailey and Paula Morris, she surveyed faculty and staff and ordered the basic hardware and software for a technology-rich classroom. "The project would never have been launched so quickly without the dean," said Collier. "Having that leadership commitment was vital." In addition to allocating funds to create the classroom, she pointed out that Borasi has contributed time from many faculty members to move the project forward. "Instead of a team of three it's been more like a team of 30," she said. "The measures she's taken, the example she's setting. . . it's great!"

The faculty began to build a vision that defined technology as one of a number of tools teachers could use to help their students succeed in school. Two institutes, the first held in September, offered faculty members a general overview of how technology can enhance instruction. A November session introduced technology applications more specific for use in the K-12 classroom.

The technology classroom, a component of the PT3 plan, contains 10 iMac workstations connected to the Internet and a powerful instructor's workstation. The classroom is designed to introduce Warner faculty to the potential uses of technology in teacher preparation. It also provides a well-equipped venue where faculty can model the uses of technology in their graduate teacher preparation classes. While use of the classroom was expected to be incremental, faculty already use it regularly for social studies, educational administration, and counseling classes--and have plans for many new uses. To supplement the classroom, two portable teaching stations have been added, each consisting of a laptop and projection device, allowing faculty to teach with technology in any classroom at the school.

PT3 is a collaborative project with several partners. East Rochester School District, Greece Central School District, Rochester City School #28, Joseph C. Wilson High School, and Monroe #1 BOCES have all agreed to participate in PT3 activities. And they have identified master teachers who already use technology well and are thus able to not only demonstrate their skills, but also provide mentoring to other teachers and teacher educators.

Within the University of Rochester Collier describes another partnership. "We work closely with information technology staff here. We don't want to create our own resources unless we have to." She points to the University-wide network capacity to share course information, conduct research, exchange documents, and conduct online discussions. Equally powerful is the expertise available to faculty and students through the Educational Technology Center, a national New Media Center housed in Rush Rhees Library on the River Campus. Beyond the region, PT3 sponsors meetings and Web sites throughout the state and nationally. Collier appreciates the synergy these collaborations invite.

Start with an inadequate infrastructure. Add faculty with varying levels of technology sophistication. Combine with resources, energy, and partnerships. PT3: It's a formula that works!