Transcript Network Communication-Supported Teacher Inservice Development

Network CommunicationSupported Teacher Inservice
Development
Mark Hawkes
Haomin Wang
Dakota State University
Network Communication
“The provision of learning opportunities
to a geographically dispersed
multidimensional target audience”
Gall and Fuchs, 1988
Evolution of Computer-Based
Communication
Broadcast radio—the “one-to-many” model
Cable and closed circuit television
Videotapes and disc circulation
Broadcast satellite—full-motion television
Microwave band—transmitters and receivers
with line of sight of each other
Audiographics—combination of audio
conferencing and usually graphic support
ARPANET to Internet
Interactivity
Time Independence
Place Independence
Multi-Participant Capacity
Communication Storage and Retrievability
Text Orientation
Network Communication Supported
Professional Development
Satisfies knowledge-based professional
development needs:
– Content area
– Educational Policy
– Professional Community
Promotes teacher collaboration
Facilitated teacher critical reflection
Categories of Teacher Messages
Social Exchanges
Logistics
Technology Use
General PBL Dev elopment
PBL Technology Integration
Rev iew Curriculum Implementation Ev ents
Student Assessment
Classroom Roles
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Compare/Contrast
Resource Sharing
Motiv ation/Encouragement
Face-to-Face
CMC
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General
0
5
10
15
20
Percent (%)
* indicates significance at the .05 level on Z-tests for percentages.
25
30
Percentage of Rater Observations at Each Reflective Level
50
Percent (%)
40
30
20
10
0
1
2
3
4
5
Reflective Level
Face-to-Face
CMC
6
7
Asynchronous & synchronous tools
Asynchronous Tools
– BBS
– Email
– Listserv and Newsgroup
Synchronous Tools
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Chat
Internet Telephony
Video Conferencing
Data conferencing
Asynchronous Tools
BBS
– WebBoard
– FrontPage built-in discussion board
– Other tools – such as caucus.com
Listserv & newsgroup
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Joining existing listserv
Setting up a listserv for yourself
Subscribing to newsgroups through your ISP
Free newsgroup services on the Web
WebBoard
Where to get it?
How much does it cost?
What’s required to run it?
Advantages
Limitations
Instructional implementation
Synchronous Tools
Text Chat -- IRC chat, Instant messenger
Internet Audio/Video Conferencing – NetMeeting,
CU-SeeMe
Internet Data Conferencing -- Application
program sharing, Whiteboard
Integrated Web Course Offering Tools – WebCT,
FirstClass, Lotus Notes
Teleconferencing through dedicated connection
-- VTEL
Chat
ICQ
MS Messenger
AOL Instant Messenger
Internet Conferencing
MS NetMeeting 3.0
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Chat
Internet Telephony
Video conferencing
Program sharing
Whiteboard
File transfer
VTEL
What’s VTEL?
– Capturing & encoding
– Streaming & receiving
– Computer and connection requirement
Three models
– Personal desktop
– Workgroup
– Studio
Implementing Network Technology for
Professional Development
Climate of Interaction—the extent to
which teachers in the discourse feel
comfortable taking risks in communicating
their ideas
• Ensure the confidentiality of their
contributions
• Make sure that criticism is constructive and
offered in an amiable way
Implementing . . .
Moderator with limited facilitation role
• Assists participants in gaining access to
conversational floor
• Ensures technical topics do not dominate
discourse
• Helps maintain discourse focus
• Synthesizes contributions and points out how
reflective ideas were processes and how
individual messages contributed to the
reflective discourse
Implementing . . .
Discourse Focus
• Immediately applicable to the classroom
• For K-6 teachers: age-level focus
• For 7-12 teachers: content area focus
• Anchored in pedagogy, not technology
Implementing . . .
Participant Composition
– Narrow participation--Homogeneous
grouping
• Convergent tasking activities--curriculum
development, study group, study task force
– Broad participation--Heterogeneous
grouping
• Divergent tasking activities--brain storming,
anecdotal/experience sharing . . .
Implementing . . .
Access at home
– Better/faster access at home
– More time at home
– Teachers do a good deal of their
professional work at home
Message Postings By Time of Day
Number of Messages
20
15
10
5
0
5
6
7
8 9 10 11 12
am
Week Day
1
2
Weekend
3
4
5 6
pm
7
8
9 10 11
Ref lectiv e Messages
Implementing . . .
Teacher Skills Training
– Screen for presence of appropriate prerequisite
skills
– Provide training concurrent with reasonable
technology access
– Provide technical assistance away from the
discourse forum either through e-mail or as a
separate conference thread
– Provide pointers to helpful online documents
(FAQs)