So I was doing some writing last week and I was trying to locate a reference related to the TEGIVS project that used to be online but is no longer there. I was hoping to find a live link, instead of relying upon an Internet archive link. Anyway, during my searching I came across this document that I felt was worth sharing.
Final Report to FIPSE for P116B040216
TEGIVS: Teacher Education Goes into Virtual Schooling
Introductory Overview
Teacher Education Goes into Virtual Schooling is a project led by Iowa State University’s (ISU) College of Education Center for Technology in Learning and Teaching (CTLT). Project partners include teacher education programs in the University of Florida (UF), the University of Virginia (UVA), and Graceland University (GU) and a virtual school, Iowa Learning Online.The original consortium is intact in its partnership and all partners remain active. Appendix A1 lists project collaborators and their institutions.
The goal of the project is to prepare preservice teachers in U.S.teacher education programs to implement effective Virtual Schooling (VS) curricula in three roles: facilitator, teacher, and/ordesigner. The three complementary strategies on which the project is based to address the overarching goal of building a preservice model for preparing virtual teachers are: (1) identifying and building competencies, (2) developing tools to support virtual teacher education, and (3) creating and scaffolding a national community of VS practice.The integration of VS was piloted and remains in sustained operation within all four teacher education programs. Both the formative and summative data collected confirm the accomplishment of all objectives. Findings indicate improvements in the quality of teaching and learning through the inclusion of VS in preservice teacher education as well as effectiveness of VS curricula on the preparation of future educators. The external evaluator M.D. Roblyer concluded the final evaluation report on page 27 as follows:
Results of the summative evaluation, documented in this report, indicate that the TEGIVS Project has met the ambitious challenge of providing an innovative program of resources to help prepare future teachers for virtual schooling. Evaluation data show that all three project objectives have been largely achieved. These data will be an especially helpful guide for future development work as project personnel endeavor to build on this successful beginning and revise materials and strategies based on evaluation findings. As the world’s education systems look to a future that is increasingly dependent on distance design and delivery methods, an increasing number of teachers must be prepared who can succeed and help students achieve in the virtual classroom. The foundation provided by this project supplies essential information and direction on how to make teachers ready to enter the “school that technology built” (Davis & Roblyer, 2005).
This final report covers 4 years progress from the beginning of October, 2004, through July, 2008, and describes progress made on each of the three project objectives(see milestones list in Appendix A2). The report concludes with overall project summary and recommendations to practitioners who have an interest in innovative projects in post secondary education.
To continue reading, visit https://yunus.hacettepe.edu.tr/~yasemind/HCIPortfolio/TEGIVSPerformanceNarrative.pdf
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