Virtual School Meanderings

March 20, 2014

SITE 2014 – iPads For Teachers? The Challenges Of Integrating Technology In The Classroom

This is the thirteenth session I am blogging from the Society for Information Technology and Teacher Education 2014 conference. The program details for this session were:

iPads for teachers? The challenges of integrating technology in the classroom

Michael Barbour, Sacred Heart University, United States
Tamme Quinn Grzebyk, Wayne State University, United States

Thursday, March 20 10:45-11:15 AM in St. Johns

The iPad is a tool that could change the way in which teachers prepare and deliver instruction in the K-12 environment. But, while proponents tout its capabilities, school administrators run the risk of purchasing yet another tool without understanding its potential impacts on the teacher, students and classroom environment. This study used iPads to implement a four-month professional development program aimed at helping teachers integrate technology into their classrooms. The iPads were deployed to classroom teachers in the science department at a suburban high school. Professional development was tailored to the teachers’ interests, followed by individual interviews by the project leader. Results of the study showed that while teachers are open to new technologies, their focus is more on teaching considerations than on professional development. The study also indicated that teachers have difficulty considering incorporating a single device into a classroom of multiple students.

As this was my session, I’ll just embed my slides below.

March 19, 2014

SITE 2014 – Equitable Evaluation Of Teacher Preparation To Develop Culturally Sensitive Adaptive Expertise In Collaboration With 21st Century Networked Schools In New Zealand

This is the twelfth session, and final session for Wednesday, I am blogging from the Society for Information Technology and Teacher Education 2014 conference. The program details for this session were:

Equitable Evaluation of Teacher Preparation to Develop Culturally Sensitive Adaptive Expertise in Collaboration with 21st Century Networked Schools in New Zealand

Niki Davis, University of Canterbury e-Learning Lab, New Zealand

Wednesday, March 19 5:30-7:00 PM in Conference Center A – Posters

Research and evaluation of initial teacher preparation is informing Ministries worldwide and teacher educators worldwide on the importance of quality preparation in collaboration with schools for equitable outcomes. The New Zealand Ministry of Education is funding innovative pilot programs from 2014-2017 that will develop and research new approaches to develop teachers with adaptive expertise in networked learning environments so they respond to the needs of all learners including identified priority groups (indigenous, Pacifika and special needs). This short paper presents the inclusive evaluation methodology that is under development, in which the overarching approach is informed by the indigenous worldwide of Kaupapa Maori and seeks critical feedback. The blended online teaching that incorporates strengths-based problem solving provides both opportunities and challenges of this research.

This was a poster session, so I just took some pictures of the poster and have included them below (sorry the complete picture did not save on my phone, so you just have the pieces).

20140319-173012.jpg

20140319-173028.jpg 20140319-173044.jpg

20140319-173053.jpg 20140319-173116.jpg

Click on any of the images to get a full screen view.

SITE 2014 – Panel On Research In The K-12 Online Learning Environments

This is the eleventh session I am blogging from the Society for Information Technology and Teacher Education 2014 conference. The program details for this session were:

Panel on Research in the K-12 Online Learning Environments

Kathryn Kennedy, Michigan Virtual Learning Research Institute, United States
Susan Lowes, Teachers College, Columbia University, United States
Kristen DeBruler, Michigan Virtual Learning Research Institute, United States
Joseph Freidhoff, Michigan Virtual Learning Research Institute, United States
Peiyi Lin, Teachers College, Columbia University, United States

Wednesday, March 19 4:15-5:15 PM in Orlando View on map
Remove from Planner Discuss Share Download Paper

This panel will delve into the research dealing with K-12 online and blended learning. Kennedy will present a qualitative study on blended teaching as well as a case study of teacher education programs that she coordinated with a team of researchers from around the country. Kristen DeBruler and Joseph Freidhoff will discuss statewide data from Michigan for full-time and supplemental online course enrollments. Susan Lowes will conclude the panel by discussing her work on LMS data and whether or not it can be used to predict outcomes in online courses.

Kathryn began by setting the stage for the panel and then began with her portion, which focused on the recent iNACOL book Lessons Learned in Teacher Mentoring: Supporting Educators in K-12 Online Learning Environments (note the iNACOL direct link won’t work because of the way they have the Java on their website).  Kathryn called upon Leanna and I, since we were in the audience, to discuss our contributions to the book and outline the nature of our programs (you can view my contribution on my Academia.edu site).

Kathryn’s other contribution focused on…

Susan’s portion focused on an early warning system based on LMS data.  This work was informed by Patrick Dickson’s 2005 NCREL study and Liu and Cavanaugh (2011) – both of which found things like the total number of clicks, time in the course, the number of logins, etc., all correlated with student success in the course.  Susan went on to describe the various factors that she examined: number of days that students logged in, number of logins, session duration, and posts read.  Interestingly, one of the side observations was that females were more engaged – based on these measures – than male students.  All four factors were highly significant from a statistic standpoint, but not practically useful.  Using structural equation modeling, Susan and her team created a variable called course behaviour that included number of days, number of logins, and session duration, and that became a strong predictor.  Breaking this down further, the number of days was the best individual predictor for female students and the number of logins was the best predictor for males.  In terms of testing the validation of the model, if the female students had one high value in the model it was predictive 97% of the time and if male students had one high value in the model it was predictive 90% of the time.  However, if female students had one low in the model, it became less prediction (a little better for the males).  Overall, it appeared that an early warning system was of less value overall for female students, but could be quite useful for male students.

Kristen began she section by providing the backgound to the new research center at Michigan Virtual University.  Their study was to focus on the nature and number of students enrolled in a variety of online and blended models within the State of Michigan.  In terms of the actual results, the MVU team asked that I not share them until the actual report is released (I was even pointed out in the room to not share them).  Apparently the report will be available at the end of the week at http://www.mivu.org/ and http://www.mvlri.org/.  Overall, they concluded that there are models of online learning in Michigan that are working and others that aren’t – and they need to figure out why the models that aren’t working aren’t working.

SITE 2014 – Improving Online Student Success through Comics

This is the tenth session I am blogging from the Society for Information Technology and Teacher Education 2014 conference. The program details for this session were:

Improving Online Student Success through Comics

Kari Richards, Michigan State University, United States
Min Lun Wu, Michigan State University, United States

Wednesday, March 19 3:20-3:40 PM in City Terrace 4

Having more student-centered online classrooms can facilitate learning and provide better classroom environments. This best practices session will describe the process of creating student-centered online classes from the ground up with special emphasis given to the integration of content-based comics. The presenter will discuss sound pedagogical architectures of online classes, with a focus on successfully incorporating interactive communication in the online environment through the use of comics. An experienced online educator will discuss the ‘do’s’ and ‘don’ts’ of online pedagogy through examples from the field. If you teach face-to-face, in a hybrid setting, or online this best practices session is for you as the technology tools presented can be used to enhance any educational setting.

I wasn’t able to attend this session, because I was in the access and equity panel, but my colleague – Keryn Pratt sent me these notes.

- * – * – * – * – * – * – * – * – * – * -

Having more student-centered online classrooms can facilitate learning and provide better classroom environments. This best practices session will describe the process of creating student-centered online classes from the ground up with special emphasis given to the integration of content-based comics. The presenter will discuss sound pedagogical architectures of online classes, with a focus on successfully incorporating interactive communication in the online environment through the use of comics. An experienced online educator will discuss the ‘do’s’ and ‘don’ts’ of online pedagogy through examples from the field. If you teach face-to-face, in a hybrid setting, or online this best practices session is for you as the technology tools presented can be used to enhance any educational setting.

Presentation from two PhD students at Michigan State University.  They have been using comics in teaching graduate teacher education courses and highlighted one difficulty with the technology as the field is constantly shifting in terms of what is available and what is free.

They started by providing instructions in both written and comic form to highlight why comics can be a useful instructional technique, and listed 10 key benefits of using comics (Combs, 2003). They then spent the remainder of the time highlighting a number of tools that could be used to create comics:

http://www.plasq.com – can create comic books (some cost)

http://www.toondoo.com – lets you create comic strips (free). Seen as a great introductory tool.

http://www.pixton.com – lets you create comic strips (free). You can do a lot more than Toondoo and it is more user friendly (uses drag and drop) and has more pictures etc. You can also create a teacher account (small fee based on the number of students you want to use it with), and they showed a video from Pixton showing how teachers could use it in their school with students. They highly recommended this if you want a locked down/private session.

http://www.goanimate.com – create short animated videos with ease using your voice (costs)

http://www.sparkol.com/home.php – VideoScribe – create short videos with the ‘hand drawn’ look (free) – you pick a picture and it shows it being drawn by a hand. There is a deluxe version also

Other useful tools:

Articulate story line ($1000 for educational version) – expensive but good

Jing (TechSmith) is free and can be used to take screenshots and make up to 5 minute videos using the screenshots.

Remind101 students sign up for reminders and you then use it to send messages to the students (or their parents) – either instant or pre-set (free)

Animoto – the best way to make a video in 60 seconds – you insert photos/videos, add sound

SITE 2014 – Addressing Equity And Access In Online Learning And More….

This is the ninth session I am blogging from the Society for Information Technology and Teacher Education 2014 conference. The program details for this session were:

Addressing Equity and Access in Online Learning and More….

Raymond Rose, Rose & Smith Associates, United States
Kathryn Kennedy, iNACOL, United States
Robert Plants, University of Mississippi, United States

Wednesday, March 19 3:00-4:00 PM in Grand Ballroom 1

Online or virtual education, which uses a computer as the primary mode of instructional delivery is no longer a fad in education. Access and equity are issues that are a part of any distance learning or online program and have been through the history of this approach to learning. Unfortunately, though three organizations have promulgated standards that address equity and access, many programs haven’t yet found the ways of insuring those programs meet the standards, nor of preparing future teachers how to do so. This panel, whose members are in the process of writing a new publication on the issue, will provide basic guidance for teacher preparation programs and online education in general.

Ray began the session by providing some background to the session, iNACOL, and K-12 online learning in general.  But the basic premise was that the Access and Equity in Online Classes and Virtual Schools that iNACOL published – written by Ray and Bob Blomeyer – was published back in 2007.  Kathryn has been after Ray to update the report, since it has been a while and the issue is still quite prevalent – in terms of importance, but not in terms of the coverage it has received or the value most place on it.  While they are still working on the update, this panel was a function of that updated report.

Ray and company had a series of questions that they used to generate involvement of the participants – as opposed to throwing questions to the panel.  Questions that focused on experience teaching, learning and designing online courses.  Others that focused upon standards that institutions used, that we were familiar with, etc..

One of the questions that raised some dissent or disagreement was whether all students COULD be successful in online learning – which I thought was interesting, given the audience and conference.

The question that seemed to really get the discussion going was “Does your teacher education program prepare teachers to teach online?”  And then we moved into some of the equity and access specific issues (e.g., section 504 and 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, etc.).

One of the examples that Ray provided from the K-12 environment was a virtual charter in Ohio run by a national for-profit provider that had over 1500 compliance equity and access violations – I’ll leave it to Ray to name the specific school…  ;)

« Previous PageNext Page »

The Rubric Theme. Blog at WordPress.com.

Follow

Get every new post delivered to your Inbox.

Join 2,315 other followers