Abstract This proposal is intended to explore two technology options for field experiences as well as document the process for providing technology enhanced field experiences for teacher education courses. All steps taken in the process of utilizing a videoconferencing session or a video recording for a course will be performed and documented as a way to better understand what is required among the key players: OFEX, classroom teachers, school principals, university instructors, and SOE students to meet course objectives and goals of a particular course and the teacher education program as a whole. The purpose of this cohort is to document and study the process of moving a course with traditional face-to-face observations to an observation with videoconferencing and an observation using a videotape. Purpose and Need for the Cohort While it is very important that the instructors and professors in the SOE understand and utilize up-to-date technology focused on instruction of pre-service teachers, it is also critical to gather data that will ensure procedures and measures are in place to support the ongoing involvement of P-12 schools. This proposal addresses the need to operationalize and inform KU instructors about technology as well as identify the dialogue that needs to take place with P-12 participants to address their needs and concerns. Members Members include: Fred Rodriquez Associate Professor fredrod@ku.edu Janel Hinrichsen Director of Field Experience janel @ku.edu SOE student Field Based Teachers Scope of Work Initially, bi-weekly meetings will take place with the SOE participants to discuss options for implementing a changeover from face-to-face observations in a course to technology-based observations. The SOE student involved will meet with the Coordinator of Field Experiences daily to document and develop a plan for making the technology-enhance observations occur. As a part of proposing and implementing the changeover, there will be meetings with instructors in the PRE 200 course which will be used in this pilot study. At the same time, the SOE student will gain an understanding of a digital video recorder and software available for editing as well as the resources (people, rooms, and equipment) available in the school for setting up videoconferencing. Once the purpose and goal of the field experience is documented and in alignment with the course syllabus, the SOE student will work with the Coordinator of Field Experience to document current SOE resources and move to the steps required to arrange initial contact with P-12 schools. Arrangements will be made with a select number of schools to meet with principals and classroom teachers to arrange technology-based observations. This process will be documented by the SOE student and evaluated by the Coordinator of Field Experiences on a daily basis and by the Cohort bi-weekly. Deliverables The cohort will produce documentation of the process involved in setting up a technology-based field experience for SOE instructors and P-12 schools. A white paper will be generated documenting the steps taken to move from a face-to-face observation to a technology-based observation. Conversations with KU instructors regarding options available and best practice choices based on course objectives will be documented as well as the internal processes and availability of resources within the SOE to ensure a videoconference or videotaping of a P-12 class will occur and be pedagogically congruent. Arrangements with P-12 personnel will be documented as well to meet requirements for confidentiality and to ensure school procedure and practices are respected. The Coordinator of Field Experiences will work with the other cohort members to assess how technology-based observations could support the goals of the recently adopted teacher education program to provide a variety of field experiences and to enhance theory into practice in P-12 schools The cohort will produce a videotape generated from a classroom visit and a videotape generated from a video conference. Depending on availability of software, the tapes will be edited. Timeline August 26, 2002 to April 30, 2003 Resources Equipment: video recorder, tapes, Palm Pilot, Computer with video editing software Stipends: $250 for each teacher that works with the cohort to videoconference or videotape a classroom session. Institutionalization/Extension The use of video conferencing and /or videotapes for focused field observations can be cost-effective and pedagogically effective if developed with input from instructors, P-12 personnel and field experience. Through documentation of this procedure over one semester with one course, we will be able to set up realistic procedures to arrange electronic observations for other courses. We will have a better understanding of the concerns of KU instructors and gain ways to dialogue about their understanding of technology for field observations and the goals and objectives they see the experience meeting. Detailed information from this pilot could help participants better arrange future uses of technology for field observations. In addition, we will have initial documentation about the needs and concerns of P-12 staff which can be built upon in subsequent semesters. Evaluation Evaluation will occur on several levels. Through the SOE student's documentation of the process, s/he will initiate anecdotal information from the KU instructors, KU staff and P-12 participants regarding their perceptions of the process initially, as it is occurring, and after the observation is captured. In addition, a pre and post survey will be used to gather data about KU and P-12 participants perceptions of the technology-based observation. At the beginning of the semester, the cohort participants will also be asked to identify their perception of what a technology-based observation should address, what is involved, and how it would "fit" in the overall teacher education program. At the end of the semester, they will be asked to reflect and expand upon their initial perceptions.

Learning Generation, University of Kansas, 2005.