Content Matrices

The great diversity of ideas supported by PT3 funding allowed participating institutions to structure their grants to meet specific institutional needs. The project designs that emerged from this work included a different focus groups, a variety of implementation approaches, and range of community contexts. To assist your exploration of this wealth of innovations and insights, we have constructed a matrix of these dimensions for each of the two volumes. Immediately below you will find the contents matrix for the eleven projects contained in volume two. Underlying this matrix we have included a list of definitions describing the terms we are using. On a separate page you will find the matrix of chapters from the 20 chapters contained in Volume I of the book. If you would like further information about the chapters in Volume I we have also linked abstracts from this volume. It is published by ISTE and is currently available from their bookstore.
Volume I Matrix and Appendices
Volume II Table of Contents Matrix
Primary Group Focus
Primary Approach Focus
Primary Context
Arizona State University
  
x
    
x
  
  
  
  
x
  
  
x
  
x
x
  
Indiana State University
  
x
  
x
  
x
  
  
  
  
x
  
  
  
x
  
Lousiana Tech University
  
  
x
x
  
  
  
  
  
  
x
  
  
  
  
x
St. Edwards University
x
x
  
  
  
  
  
  
x
  
  
  
x
  
  
x
Stanford University
  
x
  
  
  
  
  
  
x
  
  
  
  
  
x
  
University of Arizona
x
  
  
  
  
  
  
  
  
  
x
  
  
x
  
  
University of Missouri - Columbia
x
  
  
x
  
  
  
x
  
  
  
  
  
x
x
x
University of Nebraska at Omaha
  
  
  
x
  
  
  
  
  
  
  
  
x
  
  
x
University of Wisconsin-Milwaukee
  
x
  
  
  
  
  
  
  
x
  
x
  
x
  
  
Wayne State University
  
x
  
x
  
  
  
  
  
  
x
  
  
x
  
  
Western Michigan University
  
x
  
  
  
x
x
  
x
x
x
  
  
  
  
  
Student/Peer Technology Mentors: Students or faculty peers are used as technology assistants or mentors for technical or curricular support of faculty and K-12 teachers.

Portfolios: Pre-service teachers, teachers, or faculty use portfolios as a means of demonstrating competency in technological integration.

Small Grants: Money is given to faculty, teachers, or student teachers for equipment, software, etc. in a competitive or non-competitive process to support innovative ideas.

Creation of Resources: For example, databases of lesson plans, videotape, or other resources for teachers or faculty integrating technology into their instruction.

Teams or Communities: Pre-service teachers, K-12 teachers, and or faculty combine in learning communities or work together in groups to develop curricula or to accomplish a particular technology integration goal.

Assess Tech Competence: K-12 teachers, preservice teachers, and/or faculty?s technology skills are assessed through performance assessments or other specific tool.

Faculty Development: Workshops, conferences, and other similar strategies are used to give professional development to faculty and K-12 teachers.

Field Experience: The project focuses upon integrating technology into student teachers? field experience.

Evaluation: The chapter primarily focuses upon evaluation of PT3 projects.
Cover page at: http://www.oten.info/pt3insights.html
Pages last updated June 23, 2005
Copyright © 2005 Steve Rhine and Mark Bailey. All rights reserved.
Direct comments or questions to baileym@pacificu.edu