Abstract

 

Technological applications in education are increasing exponentially in the new millennium. As counselor educators attempt to stay current with technology in the information age, they must maintain pedagogical principles of counselor education. These principles can be promoted through technology. Practical technological applications such as course web sites, graphics presentations, movie clips, videoconferencing, and video taping in observation labs are described. In addition, student responses to technology enhanced courses, potential pitfalls of technological applications, and research directions are discussed.

 

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Over the past century, rapid strides of technology in education are reflected in the dramatic increase of computers in public schools. In 1985, 631,983 student computers existed in U.S. elementary and secondary schools while in 1998 the number soared to 8,049,875 (Bureau of Census, 1998). Educators are now being challenged to "transform the educational experience so that it is meaningful to the information-age learner" (Frand, 2000, p. 24.). Some counselor educators have done so through supervision via the internet (Myrick & Sabella, 1995), videoconferencing (Baltimore, Jencius, & Iris, 1999), and web-based counseling courses (Association for Counselor Education and Supervision, 1999; Jones and Karper (2000)).

 

Yet, many counselor educators lack a high level of technological competence as one ACES survey revealed (Myers & Gibson, 2000). Other educators believe education has become "edutainment" (Hogle, 1996) and feel pressured to use technology to entertain students. In the midst of these sweeping technological changes and varied responses, counselor educators are advised to use technology as a tool to engage students, rather than to supplant teachers (Hayes, 1999).

 

In order to meet these challenges of appropriately integrating technology into counselor education, several questions must be answered. Does technology promote counselor education pedagogical principles? If so, what are practical methods of implementing technology in counselor education courses? What are potential student responses to web-enhanced courses? How can pitfalls be avoided? What technological research directions do counselor educators need to pursue? These questions will be addressed in this article.  

 

 

Pedagogical Principles in Counselor Education  

 

In determining if technology promotes counselor education pedagogical principles, it is helpful to recognize that a common theme among differing pedagogies is active learning, i.e., "involving students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991, p. iii). In the developmental models of counselor education (Heimlich & Norland, 1994; Kreiser, Ham, Wiggers, & Feldstein, 1991; Stoltenberg & Delworth, 1987), pedagogical principles entail active learning as students grow through different developmental stages. For example, in Kagan's (1973) Interpersonal Process Recall model, supervision of counseling students progresses through (a) didactic presentations, (b) role playing, (c) feedback from others, and (d) feedback from self. Granello & Hazler (1998) applied this developmental process to each class. They recommended the professor begin with didactic information to provide a foundation for students, ask students to explore the information through small groups, and finally apply the information through role-playing.

 

Within the constructivist perspective, the pedagogical principle that truth is found in a social context is facilitated through students' involvement in active learning. Nelson and Neufeldt (1998) recommend students learn through "being an active participant in socially coconsidering, questioning, evaluating, and inventing information" (p. 79). In this approach, counselor educators and students have equal power in co-investigating the problem and are equally active. Locke and Kiselica (1999) concur with the socially interactive environment, stating "learning . . . does not involve a student's assimilation of knowledge; learning involves assimilation into communities of knowledgeable peers" (p. 80). Active learning is also found in the pedagogical principles of engaged pedagogy, "an approach that uses dialogue among the class members and teacher on all issues, including race, gender, class and professional standing" (Fong, 1998, p. 110).

 

Overall, pedagogical principles in counselor education call for active learning strategies to engage students in the developmental and collaborative processes. This pedagogical principle must be the guide when considering the use of technology. The goal is not to increase the use of technology for the sake of technology. Rather, technology is merely the means to the end, with the end goal being increased knowledge, attitudes, and sound counseling skills (ACES, 1999). Counselor educators must remember that form follows function. If technology is not following pedagogical principles of active learning that facilitates student growth, then it is not needed. However, when technology does follow these principles, then it is beneficial. The following technological applications illustrate a variety of technological applications that do follow pedagogical principles. 

 

 

Technological Methods to Promote Pedagogical Principles of Active Learning  

 

Counselor educators can promote pedagogical principles of active learning through these technological methods (See Table 1). Implementing these methods will create a stimulating classroom and will facilitate learning for technology age students (Bonwell & Eison, 1991).  

 

            Course Web Site  

 

The course web site is a hub of communication for students. Almost like a secretary, the web site conveys critical and urgent information, such as assignment due dates, grades, the latest counseling links, and messages from professors and classmates. Web-based course delivery systems, such as Blackboard's Course Info and Web-Based Course Tool (WebCT), offer a variety of formats for a course web site. WebCT, developed by Murray Goldberg (1997) at the University of British Columbia, offers an attractive layout, instructor management tools and helpful educational tools, such as a bulletin board for messages, real-time chat, on-line quizzes, tracking of student grades, and posting of student presentations. The benefits of WebCT, including security, ease and speed of development, level of interactivity, and evaluation, are addressed by Slencak (2000). Colorful icons orient the student to a host of options. (See the web site for the University of South Florida's Principles of Counseling course, by clicking here. Then click on "Logon to WebCT." Username and password are both "MHS6006_gst.")

 

Making the front page attractive and fun with a picture of the professor makes the technology seem less intimidating and more entertaining. The "welcome video" and "introduction to the professor" link encourage the counseling student to maintain a person centered, human element even in the midst of technology. The electronic syllabus enables students to copy forms, such as case notes. The "assignments" and "calendar" links encourage students to develop much needed organization skills for school and mental health agency settings. "Weekly class notes" is linked to guided notes, an active learning strategy that highlights key points in class lectures. The guided notes will aid in studying not only for class examinations, but also for state and national certification/licensure exams. Other links launch students to the most up to date counseling web sites such as American Counseling Association and Children's Mental Health Resources, and to a Virtual library with numerous research databases, thereby facilitating scholarly activity for engaged pedagogy. 

 

The "communication center," with links to the bulletin board, chat rooms, and email, provides opportunities for networking, conveying important information, discussing pertinent issues, sharing different views, and creating a collaborative classroom. Hence, these communication tools further facilitate the constructivist perspective. "Course tools" provides immediate viewing of assignment and exam grades with a statistical comparison to their classmates. Students can monitor their own efforts and receive needed reinforcement for further work. "Sample journal article" gives an example of the expected format and quality for journal article reviews. "Student presentations" allows students to post their valuable work to share with other students, thereby creating a local community counseling resource base.

 

Since the transition from a traditional classroom to web enhanced or online classroom can often increase a student's sense of disconnection, building a learning community within an online course is essential (Palloff & Pratt, 1999). For online classes, meeting face-to-face for the initial class in order to practice on the web page in the university computer lab will help alleviate students' anxiety. Establishing objectives and learning outcomes, negotiating chat room and bulletin board guidelines, soliciting student opinions via postings, and tracking student participation through the "student tracking" feature are strategies to increase a sense of community and accountability in the online classroom (Palloff & Pratt, 1999).

 

Presentations with Graphic Software Packages  

 

Presentation graphics software packages such as PowerPoint, Corel Presentations, or Harvard Graphics, enhance the counselor educator's classroom presentations. Rather than using static overheads, graphic software presentations allow for colorful, dynamic displays of key counseling points, pictures of prominent counselors, and video clips of counseling skills. Active learning principles of organizing information in a step by step sequence, signaling transitions through new slides, and stressing important points through the lecture also augment learning (Chilcoat, 1989).

 

The graphics, clip art, and pictures downloaded from the Web produce powerful associations between counseling points and images. These images activate learning because visual analogies trigger thinking patterns that use familiar information to incorporate new information and to challenge preconceptions (Larson, 1994). For example, a PowerPoint presentation on the counseling skill of confrontation began with a picture of a lion to illustrate a common misconception of confrontation. An active learning strategy of "think, pair, and share" was initiated with instructions to write down words describing students' internal reactions to the word "confrontation." By sharing internal reactions with others, students increased their awareness of potential anxiety when they use confrontation and normalized their internal experience.

 

The PowerPoint presentation also provided basic definitions and key aspects of confrontation along with a video clip demonstrating the skill. Students are prompted to analyze the type of confrontation demonstrated and to evaluate counselors on their quality of implementation. The presentation ended with a picture of a dove to reframe confrontation as a gentle and peaceful.

 

To view this PowerPoint presentation on confrontation, go to the MHS 6006 web page as described above, click on "Weekly Class Notes," and click on "PowerPoint Demo." Click in the black side bar on the left hand side to view slides. Go to the action menu on top of the slides and click "audio" for the first slide and "video" for slide 7. Also click on "Self Test" and "Discussion" sections on the action menu. Active learning strategies of guided notes, self help tests, and bulletin board discussions accompany the PowerPoint presentations to ensure students' actively integrate key concepts.  

 

 

 

Resources for aesthetically pleasing and attention grabbing graphic presentations are plentiful. Associated press pictures of current and historical events can be downloaded at http://accuweather.ap.org/cgi-bin/aplaunch.pl, if a site license is purchased by your university. Clip art sites are easily found at http://www.lib.usf.edu/~mdibble/image.shtml. Designing tips to "dazzle your students" as identified by Ekhaml (1994) include using phrases instead of complete sentences, using six words or less on a maximum of six lines per slide, and balancing graphics. Some general hints for preparing for your graphic presentation are to insure your hardware has sufficient RAM, check the lighting in the classroom, prepare back up disks, and confirm the correct version of the presentation graphic software package is available on the classroom system (Lee & Patterson, 1997).   

 

 

Movie Clips  

 

Video modeling of counselor behavior has been demonstrated to improve student learning (Alssid & Hitchinson, 1977; Ivey, 1971; 1974). Professionally made counseling theory and technique videos are numerous and invaluable in counselor training (See audio/video at ACA's online bookstore www.counseling.org/resources). Recently, the value of using popular movies such as Good Will Hunting to demonstrate counseling skills and principles has been well established (Koch & Dollarhide, 2000). Analyzing an entire film for counseling strategies is an effective culmination activity at the end of the semester for beginning students. The activity is also an excellent web-based assignment for cancelled classes due to hurricanes or snow days or for low attendance days such as the Wednesday before Thanksgiving.

 

Movie clips throughout the semester also serve the active learning process by providing examples to illustrate specific counseling skills (Chilcoat, 1989). Showing movie clips is a non-threatening strategy for the counseling student, as it is easier to evaluate the counseling skills of an actor or actress as opposed to a demonstration tape made by the professor or another student's counseling session.  

 

 

 

Movie clips not only create a stimulating environment, but they can also graphically illustrate key counseling concepts such as Roger's (1951) core conditions. Unconditional positive regard is conveyed through a clip of Dead Man Walking (Kilk & Robbins, 1995) in which Sister Helen Prejean patiently listens to the denial of a guilty man and his ending confession of the murder. Empathy is portrayed by Robin Williams' character in Patch Adams (Kemp, Farrell, Minoff, Newirth, & Shadyac, 1999) when Patch pretends to shoot threatening squirrels with his delusional roommate. An inappropriate display of genuineness is accented through Billy Crystal's outburst of yelling, "get a life," to his whimpering client in Analyze This, (Weinstein, Rosenthal, & Ramis, 1999) Counselor educators at the University of Alabama at Birmingham describe additional ideas on their Cinematherapy website, http://www.ed.uab.edu/cinematherapy/index.html.

 

Due to copyright laws, it is best to rent the above-suggested movies at a local video store and show the clip using a VCR and TV monitor or projector. Video clips could be presented in a Power Point presentation through video streaming, which condenses the video into a digital format for faster uploading, i.e., 56 kbps (Modem), 250 kbps (LAN), and 1,000 kbps (Internet2). However, this procedure may extend beyond the Fair Use Act, depending on how Section 110 of the copyright law (http://www4.law.cornell.edu/uscode/17/110.html) is interpreted. For further consideration of using copyrighted material, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm#perform.

 

Before viewing the movie clip, the counselor educator should provide a focus for discussion by asking students to take notes on concrete examples of the particular counseling skill or theory to be analyzed.  The strengths and areas for growth of the counselor should also be noted. This active learning strategy provides the needed distance for some counseling students to reflect on their own weaknesses without feeling intimidated or pressured. In addition, conceptualization skills are exercised as students identify themes and apply theoretical concepts to the movie characters.  

 

Videoconferencing  

 

Interactive videoconferencing allows for synchronous two-way video and audio communication in real time. For classroom use of videoconferencing, video cameras, TV monitors, and computers are wired through Internet 1 or Internet 2, which links major universities. This set up allows people at both locations to converse while viewing each other on a computer monitor screen. Although not widely used in counselor education as of yet, Brown (2000) does recount positive experiences with videoconferencing and shares advice on making it successful in the counselor education classroom.  

 

            Videoconferencing enhances active learning strategies in a variety of ways. First, expert counselors from across the country can interact with students in real time without leaving their local area, provided an university with Internet 1 or Internet 2 is nearby. Personalized presentations, consultation on specific clients, sharing of current research data, and answers to students' questions captivate the students' interest and encourage higher order thinking. McFadden & Jencius (2000) also recommend linking up cultural experts through video conferencing to expose students to ethnic and racial groups that are not well represented in the student's local area.

 

Second, classrooms of counselor education students at different universities can be connected for conversation and collaborative learning. For example, an ethics class at the University of South Florida and the University of North Texas may wish to discuss differences in state laws regarding client/counselor confidentiality. Doctoral students can connect to discuss research projects and solicit assistance in locating subjects in different states. As a result of videoconferencing, further networking between students may occur via chat rooms, email and phone.

 

            Finally, videoconferencing may be a viable solution for connecting professors and students at branch campuses. Driving time and parking hassles are saved through this option, thereby allowing both professors and students to dedicate more time to research, service, and practice. Recruitment of a diverse population of students may also be facilitated. Culturally diverse students who are more comfortable in their own community or who have transportation difficulties may be more likely to apply to counselor education programs if videoconferencing is offered in their neighborhood.  

 

            Video Taping in Observation Lab  

 

Counseling skill development is greatly enhanced through observation labs with video cameras and VCRs for each room, an intercom system, and a master video monitoring system (Hosford & Johnson, 1983; Ivey, 1971; 1974). 

 

 

 

The observation lab can be used by both practicum students and beginning counseling students who are learning skill development through micro training. Students select a room and place a videotape for recording in the corresponding VCR. The professor can view every TV monitor for each room all at once. The audio sound volume of a particular room can be increased as desired. Hence, professors can ensure students are on task and on target. If needed, an intercom to all rooms or just to one specific room can be used to notify students of important information, such as time remaining, the need to reflect more feelings, or a message to see the professor.

 

            Although a large investment of money is needed to build such a counseling lab (costs for equipment and instillation at the University of South Florida totaled $30,000), there are many benefits to students' development. Students receive immediate feedback from the professor after their session when it is fresh on their mind. Since students' anxiety is usually still high after the session, they are more open to hearing constructive pointers. The professor can rewind students' videos to point out opportunities to use skills, observe a client's response, or to highlight  students' strengths.

 

Students are encouraged to view their videotapes at home for self-evaluation to further their development. A helpful active learning assignment is for the student to identify three strengths, three areas of growth, and three better responses to specific client statements. During supervision sessions, professors can also spend time reviewing videotapes with their students. This review increases students' conceptualization of their client as professors ask students to ponder motivation behind behavior, shifts in body language, and themes throughout sessions. Peer observation during another student's session allows professors to point out effective and ineffective counseling skills, as well as clients' tone, pace, body language, and response to the counselor. Hence, students' peer evaluation skills are also developed.

 

Finally, counseling observation labs allow professors to conduct formative evaluations of their class. By glimpsing at each student's counseling session for at least a few minutes, a professor may identify common skill deficits that need to be addressed in the next class period. For example, if the majority of students are missing opportunities to confront the client, the professor may demonstrate and develop classroom exercises to develop confrontation skills.  

 

Student Evaluations of a Technologically Enhanced Class  

 

            How do students respond to a technologically enhanced class? Initially, some students are hesitant, due to computer anxiety. However, when given encouragement from the professor and support from technological services, they are often thankful for the experience. In fact, the technological requirement may be the impetus students need to keep up with the profession. For example, one student commented on the end of the semester evaluation, "Well, you made me finally get on line!"

            

            After a year of implementing technology and active learning strategies, students consistently identified this professor's strengths as "technology and active learning." Student comments related to teaching style and technology included:   

* Creative, engaging, varied instruction has kept class interesting.

* Appreciated the use of the web site, especially with all the different tools and links..

* Instructor's preparation of notes helped to keep perspective on what was important content wise .

* Quick response to email communications .

* Classes were lively, never boring!

* Great use of Power Point and web site as they facilitated learning. I appreciated having access to grades, syllabus, etc… via the Web.

* Well organized. Technology savvy.

            

            Skillful implementation of technology and active learning strategies can enhance several categories on instructor evaluations. For this professor, positive ratings for "communication of ideas and information" were facilitated through Power Point presentations, emails, and class web sites. Ratings for "availability to assist students in or out of class" were enhanced through emails and bulletin board postings. Ratings for "stimulation of interest in the course" were strengthened through pictures in Power Point presentations, reviewing current counseling web sites, viewing movie clips, and meeting experts through videoconferencing. Finally, ratings for "facilitation of learning" were enhanced through counseling observation lab experiences and immediate feedback from the professor. For the tenure-earning faculty, these positive instructor evaluation ratings are extremely helpful.  

 

Preparing for Pitfalls  

 

            Preparing for potential pitfalls of technology usage in counselor education is essential for a successful experience (See Table 1). First, many students do not have a home computer with a modem and do not have experience accessing the Web. This pitfall can be addressed during new student orientation or weeks before a new class by informing students of the need to "get online." Second, students will have technical difficulties and thus will need a hard copy list of technical resources, such as telephone numbers for the professor and student computer services. Flexibility on deadlines and extra hard copies of notes can also alleviate the pains of technical difficulties.

            

            Third, students have an increased potential to cheat on web site examinations and to plagiarize by cutting and pasting other's work. An open discussion on the need for honesty during the first class period as well as stating clear, severe consequences for cheating or plagiarizing will decrease these risks. Finally, professors will spend an enormous amount of time building an infra structure of technology. In order to minimize the time, the professor can build working relationships with technical support staff, request graduate assistants savvy in computers, and attend computer-training workshops. Some universities give release time for developing a web-based course and a generous amount of extra compensation pay for attending a weeklong computer training workshops.

 

 

Conclusion  

 

A variety of technological applications can promote pedagogical principles of active learning in counselor education as long as form, i.e., technology, follows function, i.e., pedagogical principles of active learning. Counselor educators can use technology to shift their roles from being the "sage on the stage" to being the "guide on the side;" a more fitting stance for collaborative and developmental approaches. In doing so, students turn their focus from information from the professor to information from web site bulletin boards, emails, online journals, graphic presentations, and interactions with peers. Technology gives students equal power in finding new resources on line, giving feedback to peers via email, posting questions and opinions on bulletin boards, and sharing their own work on class web sites. Technology allows the community of knowledgeable peers to interact inside the classroom and outside the classroom. In this manner, technology can promote developmental and collaborative pedagogical principles.

 

The need for research on technology in counselor education has been clearly stated (Hayes, 1999). Given the recommended approach in this article, future research directions are numerous. Studies comparing counselor educators' use of technology and purported pedagogical approaches will reveal if counselor educators are allowing pedagogy to dictate their use of technology. Myers & Gibson (2000) found that many counselor educators lack a high level of technological competence. To what extent is this lack of technological competence due to a perceived conflict in counselor educators' pedagogy? What impact would basic training in using technology to promote pedagogy have on counselor educators' future technological competence? Answers to these questions will direct future efforts in counselor education training.  

 

Outcome research measuring the impact of technology on counseling students' knowledge, attitudes, and skills is also needed (Hayes, 1999). Specifically, studies comparing counseling skills of students in technology-enhanced classes or total web-based courses with skills of students in traditional courses should be pursued. Other outcome variables, such as scores on the National Counselor's Exam, technology proficiency and attitude surveys, and active involvement in counseling organizations should be compared for students who experienced a technology-enhanced classroom with those who did not. Future research findings will guide counselor educators in their technological applications by ensuring that form follows function in the development of competent counselors.