University of California, Riverside
StarTEC program at UC Riverside has provided a wide range of opportunities
for UCR faculty, teacher education supervisors, credential candidates,
and school district cooperating teachers to collaborate and to use technology
to enhance their own teaching. StarTEC activities have resulted in significant
changes in the way credential students learn to integrate technology into
their own teaching and to demonstrate the competencies required in the
new California technology standards for teachers.
Specific goals of StarTEC at UCR include:
(1) to prepare supervisors to incorporate technology into their own university-level teaching to enhance learning of teaching credential candidates
(2) to train supervisors to evaluate and advise their student teachers and interns in their use of technology in their classroom teaching
(3) to develop ways to coordinate technology training between supervisors, educational technology faculty, student teachers, and their K-12 cooperating/mentor teachers
(4) to re-evaluate the ways that credential students are taught to use technology in their teaching and restructure this component of the credential program as required to accomplish this goal
Video Techniques Manual [PDF format, 41MB]
What Is a Trio Workshop? [PDF format]
U.C. Riverside Lessons Learned [PDF format]
Major accomplishments include:
(1) A complete restructuring of the technology component of the UCR Teacher Education Program to assure that credential candidates meet the Technology Standard. The year-long technology course is used to train basic technology skills, focus on technology specific content such as acceptable use policies and ethical issues, and provide training to support the new electronic portfolio requirement for credential students. Supervisors and credential program administrators examined each competency in the standard and determined whether the responsibility for training and evaluation should be shifted from the separate technology course to the supervisors who worked most closely with credential candidates.
(2) Adoption of the Apple “Unit of Practice” model to integrate technology into instructional units.
(3) Shifting responsibility for training and evaluating credential candidates’ skills in technology integration to supervisors. UCR supervisors teach methods courses to their cohorts of credential candidates. Supervisors model technology integration, require technology integration in course assignments, and evaluate technology use in credential candidates’ field placements.
(4) “Trio” workshops that bring together trios of a university supervisor, one of the supervisor’s current student teachers, and the student teacher’s current cooperating/mentor teacher. During two day workshops, trios work together to develop a unit of practice that effectively integrates technology. The unit is one that the student teacher will be teaching after the workshop in the student teaching placement. Supervisors and cooperating teachers learn about the requirements and responsibilities they each place on the student teacher, and about the realities of curriculum standards, pacing content during the school year, technology resources available in schools, credential standards to be met, etc.
(5) An Apprentice Model that identified one or more student teachers or interns from each supervisor’s cohort to receive special training to serve as an apprentice, assisting the supervisor and instructor of the technology course by helping their peers with technology-based assignments. Apprentices willingly provided help to peers in exchange for one-on-one training that sharpened their own skills.
(6) A new requirement of electronic portfolios for all teaching credential candidates. In year 3 of StarTEC 100% of credential candidates produced electronic portfolios. On June 3, 2002, the first Electronic Portfolio Showcase was held for public viewing and demonstration of portfolios on iBook laptops.
(7) Summer school programs in each of the three years for students transitioning into high school. In the first year students were taught technology skills in the context of course content in health and high school study skills. In Years 2 and 3, these students were shown how multimedia technology can serve as a new form of literacy and were provided the opportunity to produce digital movies that communicate ideas more powerfully than can be done with print.