Resources for effective online teaching and engagement

Note these resources related to remote teaching from one of the RELs.

Whether you’re starting off 2021 teaching 100% online, in person, or a hybrid of both, McREL is ready to help you and your teaching team home in on what works best to engage students in high-quality online learning and engage families in supporting education at home. Resources and professional learning supports Check out some of the resources below, and contact McREL to learn more about our professional learning (PL) services for: Designing lessons that spark curiosity in any setting Inspiring students to engage with their learning Breaking down communication barriers and partnering with families Request More Info & Schedule a PD Session Free Download: Digital Lessons Learned Despite the challenges of shifting to online school in 2020, many teachers found some bright spots, things that worked well online that can also be adapted for better in-person learning. In this free paper, McREL’s instructional coaches share ideas gathered from teachers and research on ways to engage with students and focus more deeply on their needs. Download the paper now Free Download: To Make Big Changes for Students, Try These Simple Shifts Teachers can get big results with their students by making modest adjustments in their classroom practices—online and in person. In this free paper, you’ll learn seven “Simple Shifts”—changes every teacher can make to turn dodgy classroom situations into engaging learning opportunities. Download the paper now Customized Professional Learning Contact us today to learn about our professional learning and coaching services, contextualized to your school’s specific goals and needs. On-demand, self-paced online courses for teachers and school leaders Live online presentations and coaching sessions Online “office hours” for collaborative, consultative conversations Onsite PL sessions being scheduled now for fall 2021 Contact Us to Learn More McREL International is a nonprofit, mission-driven organization that provides professional learning services to help educators and their students flourish.

McREL International | 4601 DTC Blvd., Suite 500, Denver, CO 80237

LearnTechLib Search Alert: New papers added – Jan 24, 2021 (K-12 online learning)

A third and final alert from one of my open scholarship networks.

Search Alert for “K-12 online learning”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “K-12 online learning”

A total of 22 papers have been added, the first 5 displayed below:

Chung, M. & Yeh, H. (2020). Educational Technology Trend Through the Analysis of Past SITE Presentations in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1712-1715).

Miri Chung; Hsin-Te Yeh

Research usually leads to curriculum development and modification. The educational technology curriculum should reflect the current technology trends. To help understand the trend, researchers decided to analyze the presentations at SITE conferences because SITE is one of the largest conferences in educational technology. The purpose of the study was to 1) understand the popularity of topics presented at SITE conferences, 2) find the trend of educational technology, 3) identify the relevance of the trend regarding teaching/learning in K-12 classroom, and 4) discuss the potential curriculum modification for the educational technology course required for pre-service teachers…

https://www.learntechlib.org/p/215946/

Green, T., Trust, T. & Carpenter, J. (2020). How and Why Educators use HyperDocs: What Teacher Educators Should Know in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 690-692).

Tim Green; Torrey Trust; Jeff Carpenter

HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. Currently, published, peer-reviewed research on HyperDocs does not exist. To explore educators’ (N=261) uses of and perceptions regarding HyperDocs, we used an online survey. Data indicated a wide range of definitions of HyperDocs. Diverse purposes for and approaches to HyperDoc use were evident. Engaging students or providing student choice were two influential reasons participants used HyperDocs. Changes to student learning processes or outcomes were the most noted positive results of HyperDoc use. We discuss these findings in relationship to the work of educators and the future of research on HyperDocs and other crowdsourced teaching and learning initiatives.

https://www.learntechlib.org/p/215811/

Archambault, L. & Dalal, M. (2020). Exploring Blended Learning Perceptions Among International Secondary Educators in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 680-685).

Leanna Archambault; Medha Dalal

This study examined the perceptions and readiness of international secondary school teachers regarding blended teaching. Situated in the context of a teacher exchange initiative under the Fulbright Distinguished Awards for International Teachers (FDAI) program, we qualitatively investigated a range of teacher perceptions when it comes to blended learning. Interview data indicated that while teachers shared a value for blended learning, technology access including reliable access to the Internet was a major concern. Additional barriers included the need for teacher professional development, issues with class time and scheduling, a feeling of overwhelming expectations on the part of teachers, and the need for classroom management as it pertains to blended learning.

https://www.learntechlib.org/p/215809/

Hathaway, D. & Mehdi, T. (2020). Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 693-700).

Dawn Hathaway; Tareque Mehdi

As K-12 blended and online learning grow, concerns about quality prevail. Ongoing is the discussion of what constitutes quality and the proliferation of national standards that represent the view of a variety of stakeholders with the exception of K-12 teachers who are challenged to design for and teach in these environments. With a perspective that “one must be able to define quality in order to assess it” (Schwirzke et al., 2018, p. 103), the researchers qualitatively analyzed 42 K-12 teachers’ perceptions about quality. Findings indicated that teachers’ perceptions aligned with some national standards and competencies related to K-12 blended and online courses and teaching, but also revealed unique characterizations…

https://www.learntechlib.org/p/215812/

Bergantz, L. & Gale, M. (2020). Culturally Responsive Teaching Toolbox in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 686-689).

Letitia Bergantz; Mark Gale

21st Century teachers face challenges across disciplines in the acquisition of communication and technology skills. Teachers are tasked with added roles: resource provider, instructional specialist, learning facilitator, mentor, school leader, and lifelong learner (U.S. Department of Education, 2017). Equipping teachers with new trends and emerging technologies is paramount, and colleges must emphasize training to ensure teachers can analyze, synthesize, and apply learning concepts. Research indicates that the best way to increase student achievement is to have qualified teachers with specialized skills (Sparks & Killion, 2007; Gay, 2013). This text describes the growth of teacher education and emphasizes engagement practices…

https://www.learntechlib.org/p/215810/

Please visit https://www.learntechlib.org/search/?q=%22K%2D12%20online%20learning%22&added_after=2021-01-17 for all papers matching the search “K-12 online learning”

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LearnTechLib Search Alert: New papers added – Jan 24, 2021 (cyber school)

A second alert from one of my open scholarship networks.

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “cyber school”

The following paper has been added:

Eden, E., Latorre, A. & Chen, W. (2020). Microlearning in E-Learning: Best Practices and Future Trends in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 734-739).

Emily Eden; Anthony Latorre; Wei-Fan Chen

This virtual presentation considers microlearning in the context of e-learning as a tool for use across various settings in which furthering education is a desired goal. The best application of microlearning and its related limitations are conceptualized and explored, expanding upon some commonly established positive and negative associations of microlearning. Further considerations are made with respect to existing research regarding the aspects of microlearning that capitalize on these ideas and in the identification of those most likely to receive benefit from microlearning modules.

https://www.learntechlib.org/p/215818/

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LearnTechLib Search Alert: New papers added – Jan 24, 2021 (virtual school)

An alert from one of my open scholarship networks.

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “virtual school”

The following paper has been added:

Rice, K. & Hung, A. (2020). Supporting student success through predictive analytics: Preparing to intervene in Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 709-713).

Kerry Rice; Andy Hung

Researchers will present findings from a series of three data mining studies designed to test the accuracy and power of differing Educational Data Mining, Machine, and Deep Learning methods. The design of an intervention study in the spring of 2020 will also be discussed along with any preliminary findings.

https://www.learntechlib.org/p/215814/

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This mailing is sent when new papers are available that match Search Terms you selected.

Are you or your library subscribed to the Learning & Technology Library (a non-profit organization)?

For subscription information, see: http://www.learntechlib.org/subscribe

From: Your LearnTechLib Team E-mail: info@LearnTechLib.org

Article Notice – CAFE: An Instructional Design Model to Assist K-12 Teachers to Teach Remotely during and beyond the Covid-19 Pandemic

On Friday I posted the TechTrends – ToC Alert and mentioned this article, which I want to specifically highlight this morning.

• Original Paper
• Published: 04 November 2020

CAFE: An Instructional Design Model to Assist K-12 Teachers to Teach Remotely during and beyond the Covid-19 Pandemic

• Charles Xiaoxue Wang

TechTrends volume 65, pages 8–16(2021)

Abstract

The impact of the COVID-19 global pandemic on schools was massive and unprecedented. Many schools were forced to close, and teachers were forced to deliver their instruction online with a very short notice. To assist K-12 teachers to teach remotely, a simple instructional design model, CAFE (Content, Activities, Facilitation, & Evaluation), was created. This article describes the context in which CAFE was created and the three stages of improvement it went through from a simple instructional design table to the instructional design model. It also shares a reflection on the creation and characteristics of CAFE and finally, it ends with the introduction of the CAFE model.

Cite this article

Wang, C.X. CAFE: An Instructional Design Model to Assist K-12 Teachers to Teach Remotely during and beyond the Covid-19 Pandemic. TechTrends 65, 8–16 (2021). https://doi.org/10.1007/s11528-020-00555-8

• Accepted26 October 2020
• Published04 November 2020
• Issue DateJanuary 2021
• DOI https://doi.org/10.1007/s11528-020-00555-8