Transcript iated.org

TEACHER PREPARATION FOR ONLINE
EDUCATION
Christopher Dane Shulby
USP (Universidade de São Paulo, Brasil)
The classroom of yesterday
The classroom today
The virtual classroom
How does this work?
What do we want?
+
Collaboration + Distance
The Digital Native


99% of schools have the
internet. 1
90% or more of students
over the age of 10 use
computers regularly for
school work. 2
1&2
U.S. Department of Eduction. (2002, 2003)
Debate
"Students are not just using technology differently today,
but are appraoching their life and their daily activities
differently because of technology"
-Presensky (2010)
Bayne & Ross (2007), Bennett e Al., (2008) e Selwyn (2009)
Call for a more careful and critical look at digital natives
based on facts instead of anecdotal evidence.
Are they really so different?
Rodgers (1995)
Innovation in our population
The setting has changed
The online classroom
Advantages
Easy access; more
resources
 Low-cost
 Egaltarian culture =
Everyone has a voice
 Personalized
 Colaborative
 Logs
 Time fleibility
 Community at a distance
 Anxiety minimalized
Lessens the gap in social
classes.

Disadvantages



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





Sense of isolation
Lack of supportl, technical
and administrative
High atrition levels
Communication problems
Non-academic tasks placed
on teacher
Lack of education
Lack of orientation
Lack of student motivation
New roles for everyone
Academic integrity.
Brown, et al (2
Hall & Knox (200
Telles &
Effective online teaching
What isn't effective
“[It] isn't putting all of your worksheets online”
(YANG & CORNELIOUS, 2005)
Metacognition
Autonomous Learning
Tecnology Today
Web Browsers:
Mozilla Firefox®
Safari®
Internet Explorer (IE) ®
Chrome®
Course Managers:
Moodle
Web CT
Blackboard
Schoology
Multimedia Players:
VLC®
Windows Media Player®
Quicktime®
Real Player®
Multimedia Hosting:
Vocaroo®
Vimeo®
Teacher Tube®
Dropbox®
Programming languages:
HTML
JAVA
GUI software:
XML
Macromedia
Perl
Dreamweaver®
PHP
Flash®
MySQL
Director®
Authorware®
Web tools, applications Microsoft. NET®
Visual Basic®
and software:
Audobe GoLive®
IM
Photoshop®
Chat
Illustrator®
Online gamming
Movie Maker®
3D webspaces
iMovie®
Blog
AviDeMux®
Skype
Audacity®
Wiki
MSN Live®
Forums
ooVoo®
Online graduation prerequisites
Idaho, Florida, Michigan and Alabama require
taking online classes for graduation and 10
more states plan to implement similar
requirements in the near future.
Teacher preparation
The majority of teacher preparation programs
offer a limited quantity of technology courses,
often times limited to one course or a maximum
of a series of workshops. (Grant, 2012; Kay,
2006)
Some institutions offer online pedagogy courses,
but they often consist of platform training only.
(Moodle, Blackboard, Web CT, etc.) lRea
online pedagogy is completely ignored.
(GRANT, 2012).
Standards Doughty & Long (2003)
References
Anderson T. (2004). Teaching in an Online Learning Context. In T. Anderson & F. Elloumi (Eds.) Theory
and Practice of Online Learning, Athabasca University, 271-294.
Alley, L.R., & Jansak, K.E. (2001). The ten keys to quality assurance and assessment in online
learning, Journal of Interactive Instruction Development, 13(3). 3-18.
Ascough, R.S. (2002). Designing for online distance education: Putting pedagogy before technology.
Teaching theology and Religion, 5 (1), 17-29.
Beckett, G. & Slater, T. (2005). The project framework: a tool for language, content, and skills
integration. ELT Journal. 59(2), 108-116.
Bennett, S., Maton, K. & Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the
evidence. British Journal of Educational Technology, 10, 775–786.
Bayne, S., & Ross, J. (2007). The 'digital native' and 'digital immigrant': a dangerous
opposition. Paper presented at the Annual Conference of the Society for Research into
Higher Education.
Blaurock, C.A. (2011). Skype™: a portal into the 21st century in a secondary Spanish classroom. Kent
State University College Press. Kent State University, Kent, USA.
Brown, S.A., Fuller, R.M. & Vician, C. (2004). Who’s afraid of the virtual world: anxiety and computermediated communication. Journal of the AIS 5 (2). 81-105
Referencias (cont.)
Brown, A., & Green T. (Jan/Feb 2003). Showing up to class in pajamas (or less!): The fantasies and realities
of on-line professional development. Clearing House, 76 (3), 148-151.
Buchanan, R. (2011). Paradox, promise and public pedagogy: Implications of the federal government's
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& Technology, 15(3), 50-67.
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& F. Elloumi, (Eds.), Theory and practice of online learning (Chapter 4). Athabasca, AB: Athabasca
University Press.
Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign
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Grant, A. (2012). Distinguishing Online and Face-to-Face Learning: Acquisition, Learning, and Online
Pedagogy. (Unpublished Doctoral Dissertation). Indiana University of Pennsylvania. Indiana, USA
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Referencias (cont.)
Hall, D. & Knox, J. (2009) Language teacher education by distance. In: Burns, A. & Richards, J.C. The
Cambridge Guide to Second Language Teacher Education. Cambridge, England.218-229
Hubbard, P., & Levy, M. (2005). The scope of CALL education. In: Hubbard, P., & Levy, M. (ed.)
Teacher Education in CALL. 3-20. Philadelphia: John Benjamins Publishing Ca, 2006.
Hughes, J. A. (2004). Supporting the online learner. In T. Anderson & F. Elloumi (Eds.), Theory and
practice of online learning. 369-370. Athabasca, Canada: Athabasca University
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of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
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Referencias (cont.)
Prensky, M. (2010). Teaching digital natives: Partnering for real learning.Thousands Oaks, CA: Corwin.
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Referencias (cont.)
U.S. Department of Education, National Center for Eduction Statistics. (2002). Internet access in U.S.
Public
schools
and
classrooms:
1994-2002.
Retrieved
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25,
2012,
from
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