Technology Collaboration within Command and Control, its Functions, Process and Organizations

Technology Collaboration within Command and Control, its Functions, Process and Organizations

Introduction

The research study presented here was conducted by two educational technology faculty members, one from special education and the other from general education, and their respective undergraduate classes. This study applied an action research model (Hubbard & Power, 1999; Mills, 2000), coupled with a pre and posttest design, in examining the professional development of pre-service teachers in the areas of collaboration and technology.

As instructors examined their courses in comparison to the NETS-T, a void within the required technology classes for both special education and general education majors was discovered. Three primary outcomes were sought: (a) Provide special education teacher candidates with more exposure to multimedia technologies for P-12 classrooms; (b) provide general education teacher candidates with more exposure to assistive technologies for P-12 students; (c) create an environment in which special education and general education teacher candidates could build collaboration skills through mutually beneficial activities.

Pre and postsurveys were administered to 42 students enrolled in the participating classes. Data positively supported each of the project's outcomes. The major implications of this study are three-fold, encompassing the domains of teacher candidate technology expertise, collaborative practice, and the feasibility of replicating the model described here into other teacher education programs.

As students with special needs continue to be included in general P-12 classrooms, teachers (both general education and special education) are challenged to work together to meet the educational needs of every student. In addition, state and national standards require that teachers use computer technologies to support teaching and learning (Kelly, 2002). Teacher preparation programs, in an effort to address these areas, traditionally have required students to complete courses with technology components, with mixed results (Pope, Hare, & Howard, 2002). Often times, pre-service teachers graduate from their programs with little experience in how to collaborate with their peers, integrate technology into their daily lessons, or how to plan instruction for students with special needs.

Discussions

This study focused on these issues, applying an action research model (Hubbard & Power, 1999; Mills, 2000) in examining the professional development of pre-service teachers in the areas of technology collaboration. Teacher-researchers began with an interest in strengthening student achievement in their educational technology courses, as well as students' abilities to collaborate with their general education/special education counterparts. Instructors brainstormed strategies, implemented these strategies, and continued to adjust these processes throughout the semester. Specifically, teacher candidates in special education were partnered with those in early and middle childhood education, as part of their assistive technology/classroom technology courses, respectively. The experiences of these students are described in this article, as well as their reactions and subsequent development of knowledge, skills, and dispositions in the areas of multimedia and assistive technologies in P-12 classrooms.

Context

The university courses participating in this study are part of a Doctoral I university located in the Midwest. Student enrollment each year is approximately 20,000. The university is highly committed to student and faculty integration of ...