ERIC ED370582: Visualizing Technology: An Analysis of Preservice Teacher's Classroom Maps.

10 Pages·1993·0.23 MB·English

by  ERIC

DOCUMENT RESUME
ED 370 582
IR 055 035
AUTHOR
Rezabek, Landra L.; And Others
TITLE
Visualizing Technology: An Analysis of Preservice
Teacher's Classroom Maps.
PUB DATE
93
I
1
NOTE
10p.; In: Visual Literacy in the Digital Age:
Selected Readings from the Annual Conference of the
International Visual Literacy Association (25th,
Rochester, New York, October 13-17, 1993); see IR 055
055.
PUB TYPE
Reports
Research/Technical (143)
Speeches/Conference Papers (150)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Class Organization; *Classroom Design; College
Students; *Computer Assisted Instruction;
*Educational Technology; *Education Majors;
Elementary Secondary Education; Higher Education;
Interior Space; *Maps; Multimedia Instruction;
Preservice Teacher Education; Technological
Advancement; Video Equipment; *Visualization
IDENTIFIERS
Preschool Teachers
ABSTRACT
The thoughts of a group of preservice teachers about
classroom technology were studied by asking them to visualize their
ideal classrooms. They were then asked to visualize,
or visually
represent, their thinking on paper by completing a map of the ideal
classroom. Subjects were 106 education majors, 8 of whom were male.
Classroom maps were analyzed to determine the presence and types of
visual representations depicting electronic learning
resources in the
ideal classroom. Eighty (75.5%) subjects included electronic learning
resources in their classroom maps. The most often cited was the
computer. Seventy-seven (72.6%) of all participants included in the
computer as a learning resource. This number represented 96.2% of
only those subjects who included electronic resources. The second
most often cited resource was video technology, included by 25
education majors. Audio media were included by 18 subjects, and
others cited various resources such as projection screens
or
multimedia technologies. The majority who included electronic
learning resources in their maps positioned them around the periphery
of the classroom, although 24 indicated that the
resources would be
distributed throughout. Implications of these subjects'
maps for
instruction are discussed. Six figures present the study data.
Contains 4 references.) (SLD)
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from the original document.
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CENTER (ERIC)
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OE RI position or policy
Visualizing Technology:
An Analysis of
Preservice Teacher's Classroom
Maps
by Landra Rezabek
Deborah M. Floyd
Gail A. Bauman
1753 Edward Drive
Laramie, WY 82070
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
_Mice. Walker
BEST COPY AVAILARE
TO THE EDUCATIONAL RESOURCES
2
INFORMATION CENTER (ERIC)
Visualizing Technology:
An Analysis of Preservice
Teacher's Classroom Maps
Landra L. Rezabek
Deborah M. Floyd
Gail A. Bauman
Observing the arrangement of a
not value class discussion or interaction.
teacher's classroom can suggest much about
the educational perspectives and values of
Recently, the teacher's role has shifted
that professional. Kohl suggests that "the
to that of a supporter, facilitator, and coach
as well as a creator and organizer oflearning
placement of objects in opace is not arbitrary
environments. If a teacher believes that
and rooms represent in physical form the
spirit and soul of places and institutions. A
learning involves the active engagement of
students in constructing their own
teacher's room tells us something about
knowledge and understanding through
who he [sic] is and what he [sic] is doing"
As Kohl points out, a
(1969, p. 35).
interaction with and support from "the
classroom reflects a teacher's personal as
world of people and objects and through
well as professional philosophies and
the use of technology of many kinds"
interests. A classroom also reflects, on
(Sheingold, 1991, p.18), a teacher may be
direct and symbolic levels, a teacher's views
especially interested in arranging a physical
of teaching and learning (Cohn, Kottkamp
learning environment conducive to these
& Provenzo, 1987; Provenzo & Wolfe,
goals and in providing a variety of learning
1974). Traditionally, the teacher has been
resources for students.
seen as a dispenser of knowledge and the
students as ready vessels to be filled. On a
Technological innovations such as
direct level, this perspective may be
videotape, laser discs, and audio recordings
reflected by a teacher arranging the
provide teachers with electronic resources
develop
to
learning
classroom
classroom with straight rows of desks facing
toward the preeminent teacher's desk
environments. In the context of this paper,
located at the front of the room. If this
the term technology,
and its related
straight-row arrangement precludes
derivatives, is used interchangeably with
students from seeing and conversing
the term electronic learning resources. Both
appropriately with each other, analysis of
terms, narrowly defined herein, refer to
the classroom arrangement on the symbolic
equipment such as television sets, cassette
level would suggest that the teacher does
tape players, and film projectors as well as
3
United States during the 1990-91 and 1991-
the materials and programs presented using
A sample of 106
92 academic years.
the equipment. The mere physical presence
preservice teacher education majors,
and the organization of these electronic
including 69 white females, 29 black
resources in the classroom can provide
females, 5 white males, and 3 black males
insight into preservice teachers' thinking
Participants
participated in this study.
about technology and the role electronic
ranged from 19 to 25 years of age. These
resources play in the teaching and learning
preservice teachers possessed a variety of
process.
knowledge and experience with the use of
electronic learning resources.
Objectives of the Study
Methods
This study investigated a group of
preservice teachers' thoughts regarding
The preservice teachers in this study
classroom technologies by asking them to
plan of a
were presented with a floor
visualize their ideal classrooms. The term
rectangular classroom showing only a door
visualize was first used to represent a request
and a chalkboard appearing on the outline
that the preservice teachers imagine, think
(see Figure 1). Participants were asked to
about, and form mental images of what
think about and then to draw or visually
their ideal classroom would be like, based
represent a floorplan of their ideal
philosophies of
upon their personal
classroom. Participants were instructed to
teaching and learning. Preservice teachers
include as much or as little detail as they
were then asked to visualize, or
visually
felt necessary. There was no prompting by
represent, their thinking on paper by
the instructor or discussion of ideas during
completing a map of their ideal classroom.
this data collection period.
The objectives of this study were to:
The ensuing classroom maps were
1) determine preservice teachers'
analyzed to determine the presence and
perceptions of the electronic learning
types of visual representations depicting
in their
resources that they would include
electronic learning resources in the ideal
ideal classrooms, and 2) examine the
classrooms. Data were triangulated and
distribution and placement of these
electronic learning resources. In addition,
the teachers' classroom maps themselves
Figure 1: Classroom map.
the general
were examined to determine
quality of the visual responses to the task
and to look for patterns indicating potential
Door
and
uses of electronic learning resources
implications for classroom interaction.
Chalk
Subjects
Board
The participants in this study were
education majors enrolled in undergraduate
elementary education programs at two
Windows
major state universities in the southeastern
coded by category of the technology
Twenty six (24.5%) of the
maps.
represented. This coding
process included
participants included no electronic learning
frequency counts for the learning
resources
resources of any kind (see Figure 2).
represented in the classroom
maps. No
attempt was made to count individual units
The most often cited electronic
or numbers of the specific learning resource
learning resource was the computer (see
represented. For example, if six computers
Figures 3 and 4). Seventy
seven (72.6%) of
were drawn on the map, one tally mark was
the all participants (n=106) included the
recorded in the computer category, not the
computer as an electronic learning
actual number of individual computers
resource; this number represents 96.2% of
that appeared on the map.
only those participants (n=80) who
included electronic learning
resources of
The analysis included an examination
some type. Participants' responses in this
of the types of electronic learning
resources
category included personal classroom
represented, as well as identification of the
computers, printers, computers designated
location of the majority of the learning
for teacher's use, and computer supplies.
resources within the classroom.
Since
preservice teachers may have cited multiple
The secont-i most often cited electionic
learning resources on their classroom
maps,
learning resource in the classroom
was
percentages cited in this study total
more
video technology. Twenty five (23.6%) of
than 100%.
Non-electronic learning
the all preservice teachers (n=106) included
resources were excluded from this study.
video equipment in their classroom
maps;
this number represents 31.2% of only those
Results
participants (n=80) who included
electronic learning resources of
some type.
Of the 106 preservice teachers in this
The video category included
responses that
study, 75.5% (n=80) included electronic
represented video images, either live
or
learning resources in their ideal classroom
taped, and monitors to display video signals.
Figure 2: Preservice teachers'
inclusion of
electronic resources (N
= 106).
Did not include electronic
resources (N = 26, 24.5%)
Did include e ectronic
resources (N = 80 75 5,0)
\11(.11111
5
Figure 3: Type and frequency of electronic
resources identified by
preservice teachers (N = 106).
110 -
100 -
90 -
A
80 -
70 -
60 -,
50 ..,
40 -
to
30 '
tv
,.
41'
20
10 -
0
Misc.
Audio
Video
Computers
Type of Electronic Resource
Figure 4: Type and percent of electronic resources identified by total
preservice teachers (N = 106) and by only those preservice
teachers who identified any electronic resources (N = 80).
Total preservice teachers
i
O Preservice teachers identifying
electronic resources
%
2
t
.2
:
i.
or
g
1-)
1
D.
Misc.
Audio
Video
Computers
Type of electronic resource
included those technologies which
This category also included references to
broadcast, cable, or closed-circuit television
researchers were not able to categorize by
and also videotape technology.
the description given; for example, "tapes"
could be considered either audio or video
The third most frequently cited type
tapes and were therefore counted in the
of electronic learning resource was audio
miscellaneous category.
media. Eighteen (17.0%) of all the
Distribution Of Learning Resources
preservice teachers (n=106) included some
type of audio equipment; this number
represents 22.5% of only those participants
As mentioned above, 75.5% (n=80)
(n=80) who included electronic learning
of the 106 preservice teachers responding
resources of some type. Types of audio
to this study included electronic learning
media included tape recorders and audio
resources in their classroom maps. Only
tapes, record players and records, and
24.5% (n=26) of those responding included
This category included only
headsets.
no learning resources of any kind. Of the
80 preservice teachers who included
audio resources described as hardware or
software and excluded areas generically
electronic learning resources, 69.8%
termed "listening centers" in which the
(n=56) indicated that those resources would
preservice teacher did not specify the
be positioned around the perimeter of the
presence of specific technology.
The
classroom. Twenty four (30.2%) of the 80
rationale behind this decision was that
respondents indicated that the learning
"listening center" is a general term which
resources would be distributed throughout
can refer to areas for conversation or
the classroom. None of the respondents
dialogue as well as areas in which electronic
indicated that learning resources would be
equipment is available.
Therefore,
distributed in the interior of the classroom
preservice teacher responses were noted in
only (see Figures 5 and 6).
this category only when a particular type of
equipment to be used in these centers was
Discussion And Suggestions
For Further Research
specified.
In addition to these three primary
If as Kohl (1969) stated, the physical
technologies cited by the preservice
organization of a teacher's room tells
us
teachers, various other electronic learning
something about what the teacher is
resources were mentioned as well. Fourteen
thinking and doing regarding classroom
(13.2%) of all the preservice teachers
instruction and learning, then the classroom
(n=106) identified miscellaneous electronic
maps produced by these preservice teachers
learning resources; this number represents
do indeed provide us with a glimpse into
17.5% of only those participants (n=80)
their thinking about electrunic learning
who included electronic learning resources
resources and their role in the classroom.
of some type. Responses tabulated in the
Three-quarters of all preservice teachers
miscellaneous category included projection
(n=106) participating in this study included
screens, overhead projectors, and a diverse
electronic learning resources in their
array of other technologies such as
classroom maps. These resources consisted
telephones, film, "multimedia," and
primarily of computers, video, and audio
interactive video.
This category also
media and which would be located
Figure 5: Preservice teachers' distribution of
electronic resources (N = 106).
Perimeter and interior
distribution (N = 24)
Perimeter distribution
/S.'s.
I%/.669.6/,////
1. S.% N.'S%
/
6,11,6
ee .e
I I .0%/%I e%I%I.se%.0 0%.I
0.,%.0%;../ II II /0 I t
+6,6.'6%
%,%';;;%;%,'No electronic resources
,`,`,`,`,:, identified (N = 26)
INtI,AlSeAe
% % %
%
60.1./
/N. I
/Se
I/ I
Figure 6: Distribution of electronic resources by
preservice teachers who identified
any type of electronic resource (N = 80).
Perimeter and interior
distribution (N = 24, 30.2A)
Perimeter distributon
primarily around the perimeter of the
learning resource, and responses of the 80
classroom.
students who included electronic learning
resources varied greatly in terms of the
At first glance, the data are
numbers and types of technologies
encouraging and appear to indicate an
identified. Researchers noted a trend that
awareness on the part of preservice teachers
appeared to indicate that students who had
that computers, video, and audio media
been exposed to classroom uses of
are important aspects of what "happens"
technologies in their coursework visualized
during some teaching and learning
numerically more as well as more varied
processes and that these technologies are
types of electronic learning resources than
desirable elements in the classroom. The
students who did not receive this exposure.
computer was the most frequently cited
However, lack of control over prior
electronic learning resource, identified by
experience of the participants prevent this
almost 73% of all participants and
over
finding from being offered as more than
an
96% of only those participants who cited
observation. Further study of participants'
some for of electronic learning resource.
visual representations of electronic
Although it may be tempting to be pleased
resources in their ideal classrooms would
with data which suggest that computers
are
be valuable if the influence of participants'
apparently a highly recognized form of
prior knowledge of and experience with
classroom technology, these figures must
electronic learning resources could be
be balanced with the knowledge that nearly
included as a factor.
It would also be
one-quarter of the preservice teachers
interesting to ascertain if the type of
included no electronic resources whosoever
electronic resource identified, for example,
on their classroom maps. Similar caveats
computers of video media, was related to
hold for the other types of classroom
prior knowledge of and experience with
that particular technology
technologies identified in the study.
as well.
Preservice teachers may have a proclivity
In addition, results of the study in
no
to identify electronic resources with which
they
way can be taken to indicate that the same
feel
most
comfortable
or
number of preservice teachers who
identify
knowledgeable, or they may merely be
classroom technologies on their
maps would
including the technologies which they have
actually
these electronic resources
use
heard about and feel somehow obligated to
during instruction. Nor can it be assumed
identify. This is an area for further study.
that their students necessarily would do
so.
Tremendous gaps may exist between
The finding that the majority of
awareness of the availability of electronic
preservice teachers who identified
resources and thier actual integration into
electronic learning resources placed them
classroom use.
around the perimeter of the classroom is
hardly surprising knowing that typical
Another disconcerting fact arising
classrooms have power
sources around the
from the study is that the richness of
classroom walls and only in
rare cases in
electronic resources varied greatly. The
the interior of the room. It is interesting
to
classroom maps themselves indicate
muse that traditional architectural
a great
disparity among those preservice teachers
constraints rather than educational
who indicated any type of electronic
philosophy may influence how preservice
of the class
was in itself a successful aspect
teachers organize and arrange electronic
Students
in which the activity was included.
obstacle may
resources. This architectural
found that visualizing their thoughts and
add a new dimension to Kohl's (1969)
philosophies by reflecting them in a
contention that classrooms operate on direct
classroom map was a valuable exercise.
If teachers do value
and symbolic levels.
One preservice teacher who had been
electronic resources and wish to make
required to draw a classroom map at the
them an integral part of the teaching and
beginning of her program also voluntarily
learning environment by arranging them
completed a map at the end of her two-year
in the "center of the action in the center of
first map depicted
program of study. The
the room," they may be confronted with
straight rows of chairs facing toward the
physical barriers to the actualization of
teacher's desk; the second map showed
This
their educational philosophy.
stucl.-nt desks grouped together and the
speculation goes beyond the data collected,
During
teacher's desk in the corner.
but the preservice teachers' classroom maps
conversations, the preservice teacher
may reflect a predisposition to arrange
emphasized how her educational
technology according to their awareness of
philosophy had changed over the terms
existing physical limitations rather than in
and that the most current classroom map
accordance with their instructional
demonstrated her interest in cooperative
aspirations.
learning groups and the role of teacher as
facilitator and mentor. The student chose
Although the data do no more than
in her
to include these two classroom maps
support an observational comment, a great
professional portfolio to show her growth
disparity in the quality of the visual
and development as a teacher. Additional
Some
representations also was noted.
research and student interviews should be
preservice teachers' visual representations
conducted to investigate whether visual
and carefully detailed.
were rich, colorful,
representations indeed depict preservice
Other classroom maps were impoverished,
educational
verbalized
teachers'
both in terms of content and creativity.
philosophies and also their priorities related
Faculty working with the preservice
to electronic learning resources.
teachers noted that students whose other
work in class indicated that they would
learning
interactive
rich,
design
References
environments produced thoughtful,
creative, detailed visual representations that
Cohn, M. M., Kottkarnp, R. B., & Provenzo, E. F., Jr.
indeed would support a facilitative,
(1987). To be a teacher. New York: Random
House.
interactive learning environment replete
with electronic learning resources. Students
Kohl, H. (1969). The open classroom: A practical
who performed less well in other class
NewYork:
guide to new ways of teadting.
assignments tended to submit less
Random House.
thoughtful, less detailed classroom maps
Provenzo, E., & Wolfe, M. (1974). The physical
and included fewer types of technology.
setting and open education. School Review, 82,
Additional research could be conducted to
557 - 574.
support these observations.
Sheingold, K. (1991, September). Restructuring
for learning with technology: The potential for
Finally, assigning the production of a
73(1), 17 - 27.
synergy. Phi Delta Kappan,
visual representation of an ideal classroom