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Michael J. Ruiz
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Philosophy

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I. Technology Operations & Concepts
    Beckett, Marquez-Chisholm, and Wetzel's (2003) article examined their study on the implementation of Practicum Plus Program (PPP) at Arizona State University West (ASUW). This study was conducted because a large number of students felt that they were not receiving adequate modeling of technology strategies that they could implement in their classroom and opportunities to integrate technology during their field experiences were limited.  This program called for pre-service teachers and mentor teachers to attend a series of workshops in which different strategies were discussed and various technology integrated lessons were planned that would be implemented in the classroom together during the pre-service teacher's field experience.  Although the researchers reported several glitches in the program, the statistics presented indicated that both pre-service and mentor teachers were better prepared to integrate technology into their classrooms.
      Beckett, Marquez-Chisholm, and Wetzel articulate the ideas and concepts of their study clearly.  However, the authors failed to include any of their assessment pieces.  By including these samples, the researcher would be able to fully comprehend exactly what was evaluated when developing the results.  In this article, the authors also make it clear that there were many things that could have done to improve the program.  Their recommendations are logical and show evidence that they are indeed planning for future studies, although no mention of the future was presented.  Lastly, the chart provided to convey the results of the study should be presented more clearly.  The table provided has to be analyzed carefully before you can fully understand what information the authors are trying to get across.
     Initiatives such as the Practicum Plus Program at ASUW are important in the development of new teachers.  As an Undergraduate student I can recall receiving not receiving any training on the implementation of technology into content areas.  Luckily, I was innovative risk taker and willing to try new and exciting things within the walls of my classroom.  I sought out experienced and innovative teachers who were willing to suggest different programs and activities to enhance my classroom practices.  However, what happened to those teachers that weren't as adventurous?  Have they evolved as teachers technologically?  With lack of training in Universities and professional development, it seems as though successful implementation must come from within and spread to colleagues.  By sharing my technology experiences with other teachers I have sparked many of them to utilize various lessons in their own classroom.   Hopefully, each time these practices are used, they incorporate something new to make the lesson even better and then pass it on to another teacher.  In this manner, teachers can truly guide other teachers in the effective utilization of technology in the classroom.

      Beckett, E. C., Marquez-Chisholm, I., and Wetzel, K.  (June 2003).  Preparing technology-competent teachers.  T.H.E. Journal, 30, 11.

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