Transcript Teacher Professional Development and Technology Integration: Time to Get the TICKIT? Curt Bonk, Indiana University Co-Director of TICKIT Program Associate Professor President, CourseShare [email protected] http://php.indiana.edu/~cjbonk.

Teacher Professional Development
and Technology Integration:
Time to Get the TICKIT?
Curt Bonk, Indiana University
Co-Director of TICKIT Program
Associate Professor
President, CourseShare
[email protected]
http://php.indiana.edu/~cjbonk
Education Week, May 9, 2002. p. 16
“..12 states have established their
own virtual schools and five
others are piloting cyber
schools…32 states are
sponsoring e-learning initiatives,
including online testing
programs, virtual schools, and
Internet-based professional
development.”
Education Week, May 9, 2002, p. 16
http://www.edweek.org/sreports/tc02/
• Florida Virtual High School (began 1997)
• Over 5,000 students from 65 counties
(double from previous year)
• average 1.6 courses/student
• Course enrollments of 8,200 for 2001-2002
• 37% home-schooled
• 31% little or no previous computer exper
• Most say quality up, but difficult
• Sells courses to other states
• Receives 6 million in state money
Why Virtual High Schools?
Education Week, May 9, 2002. p. 16
Greater number of courses.
Course depth
Let new information, options,
& perspectives in (range of
students)
Utilize space better
Flexible
Balance other obligations
But There’s a Problem!
(Duffy, 2002)
 80% teachers not prepared to integrate
technology into teaching.
(National Center for Education Statistics, 1999)
 Preservice instruction often focuses on
stand alone “technology” courses. (Siegel,
70% of courses focus on hardware, Internet
use, and software use
1995)
 Focus should be on learning with
technology rather than about technology
(1997 President’s Panel on Educational Technology)
The Challenge
 “If teachers have access to ‘next
generation’ professional
development, they will acquire the
proficiencies, insights, and
experiences needed to use
technology effectively with their
students.”
 – Eight Steps to Highly Effective ‘Next Generation’ Professional
Development for Learning and Technology, Indiana Department of
Education, 2001
Three Projects at the Center for Research
on Learning and Technology, Indiana University
#1. Inquiry Learning Forum
#2. Learning to Teach with
Technology Studio
LTTS Features
 Short Web courses (25 growing to 55+)
 Start anytime and move at own pace
 Focus on technology integration in inquiry
lessons and projects
 Facilitated, problem-centered modules
(practical and educational)
 Standards-based (ISTE NETS and national
academic standards)
TICKIT
#3. TICKIT
Teacher Institute for Curriculum
Knowledge about Integration of
Technology
(http://www.indiana.edu/~tickit)
http://www.indiana.edu/~tickit/
Why Are Teachers Resistant?
Hannafin and Savenye (1993)
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Believe the software is poorly designed
Become frustrated in how to use.
Do not want to look stupid
Do not believe that computers enhance learning
Fear losing control and being in the center
See computers competing with other academic
tasks
• See time and effort to use as too great
• Fear upsetting unsupportive administrators
What Skills Do We Need to
Promote in 21st Century???
• Locate and select information
• Segment info into useful categories
• Interpret and summarize information
from multiple sources
• Collaborating productively in teams
• Understanding multiple perspectives
• Reasoning and thinking critically
Overview of TICKIT
•In-service teacher education program
•Rural schools in southern Indiana
•Yearlong, 25 teachers from 5 schools
•Primarily school-based
•Supported by participating school
systems, Arthur Vining Davis
Foundations and Indiana University
TICKIT Overview (con’t)
• In our fifth year
• Funded for at least 2002-2003
• Cohorts of five teachers from each
school corporation
• Usually 5-6 corporations
• First two years all grade levels; now
MS & HS only
TICKIT Program Description:
Program Elements
• Teach two class technology projects
• Give back to school
• Asynchronous conferencing
– Progress reports and idea exchange
• Action research and reporting
o
o
o
o
Written reports to course instructor
Oral report to TICKIT colleagues
Oral report to a local school group
Formal report at a state conference
TICKIT Program Description:
ACOT Principles Used
 Situate staff development activities in
classrooms
 Teams of teachers, not individuals
 Constructivist learning approach modeled
by facilitators
 Ongoing conversation and reflection about
practice
 Teachers develop lessons or units, and
actually teach them
 Provide long-term follow-up support
TICKIT Goals
• Knowledge, skill, & confidence
• Thoughtful infusion of technology
• Help schools capitalize on their
technology investments
• Deeper student learning
• Leadership cadres in schools
• Link schools and university
TICKIT Training and Projects:
• Web: Web quests, Web search, Web edit/pub.
– Includes class, department, or school website.
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•
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Write: Electronic newsletters, book reviews.
Tools: Photoshop, Inspiration, PowerPoint.
Telecom: e-mail with foreign countries Key pals.
Computer conferencing: Nicenet.org.
Digitizing: using camera, scanning, digitizing.
Videoconferencing: connecting classes.
Web Course: HighWired.com, MyClass.net,
Lightspan.com, eBoard.com
Technology Integration Ideas
• Collab with students in other countries
• Make Web resources accessible
• Experts via computer conferencing (or
interview using e-mail)
• Reflect & Discuss on ideas on the Web.
• Put lesson plans on Web.
• Peer mentoring, role play
TICKIT Teacher Evaluation
Examples
“Thank you! A poor tired out “old broad” has a new
lease on teaching”
“This class was very helpful. I gained a lot of
confidence as a technology user from this class.”
“The door is now open. I will continue to try to find
technological ways to teach them.”
“This was the best program I have ever been
involved with as a teacher. It has also had the
most impact on my teaching and subsequently,
my teaching.”
General TICKIT Outcomes
• Provides structured, project based
learning about thoughtful tech infusion for
teachers
• Adds to teachers’ competence/confidence
• Builds leadership cadres in schools
• Provides graduate level recognition of
teachers’ accomplishments
• Links schools and university
• Supports small, rural schools
The Future
Note: any predictions are bound to be too
conservative!!!
16 Technologies of Future?
1. Digital Portfolios
2. Communities of
Learners
3. Electronic Books
4. Instructor Portals
5. Online Courseware
6. Intelligent Agents
7. Online Language
Learning
8. Online Exams and
Gradebooks
9. Online Mentoring
10. Games and
Simulations
11. Assistive Technologies
12. Peer-to-Peer
Collaboration
13. Reusable Content
14. Virtual Worlds/ Reality
15. Wearable Computing
16. Wireless Technology
1. E-Portfolios:
What might they include?
• Multimedia presentations (video,
animation, voice-over testimonials)
• Examples of work
• Personal statement
• Self-reflections on that work
• Connections between experiences
• Standard biographical info
• i.e., progress, achievements, efforts…
• Large, complex, time to grade
2. Communities of Learners
3. Electronic Books
4. Instructor Portals and Portfolios
(some will appear as a holographic image; will include global
teacher ratings and freelance instructor exchange; guest
lecturers on demand)
5. Online Courseware:
Synchronous and Asynchronous
Asynchronous Instructor-Led Technology
(Sitescape Forum, FirstClass, Blackboard)
Synchronous Instructor-Led Technology
(Horizon Live, WebEx, Centra, etc.)
6. Intelligent Agents
7. Online Language Support and Translation
(pronunciation, communication, vocabulary, grammar, etc.)
8. Online Exams and Gradebooks
Artificial Grader (Rhea Borja)
USA Today, January 16, 2003, 11D
“Across the country, educators are
grappling with how to administer more
effectively and cheaply the burgeoning
number of essay and other tests that
students must take because of federal and
state mandates. State officials, who
struggle under budget cutbacks, hope that
artificial-intelligence scoring systems will
be part of the answer.”
Artificial Grader (Rhea Borja)
USA Today, January 16, 2003, 11D
“Educators like the relatively low cost
and speed of essay-scoring
technology: Prices vary, but it costs
about $1 per computer-scored essay
compared with about $5 for a humangraded essay. Also, essays are
scored in five to 10 minutes by
humans, in less than two seconds by
computer…It's got the pooled wisdom
of 200 to 400 teachers.”
Free Online Rubrics
9. Online Mentoring and Adventure
Learning
Expert mentors novice
from remote location
Carnegie Mellon Univ.
K-12 Cross-Cultural Mentoring
Corporate Call-Ups for Reality Check
Adventure
Learning
Purpose: engage in adventurous
study of the global environment.
(e.g., Telepresence or virtual fieldtrips,
ask an expert forums, cross-classroom
collaboration, debate forums,
MayaQuest)
10. Games and Simulations
The Virtual Lab Experiment
Carnvale, Jan 31, 2003, The Virtual Lab Experiment,
Chronicle of Higher Education, p. A30
“The labs have limitations,
however. Most biology professors
still say that the experience of
dissecting a frog while gagging on
the stench of formaldehyde simply
can't be replicated online. And it's
expensive and time-consuming to
develop a virtual lab that includes
all the possible variables that
students can encounter in a real
lab.”
The Virtual Lab Experiment
Carnvale, Jan 31, 2003, The Virtual Lab Experiment,
Chronicle of Higher Education, p. A30
“On the other hand, the computer
simulations in the Virtual ChemLab
encourage students to experiment and
have some fun. "We try to minimize the
technical aspects and try to maximize the
open-endedness and discovery aspects,"
he says. "We're teaching them that
creative process, that problem-solving
process."
11. Assistive Technologies
(includes disability compliance software codings)
Close your eyes and imagine what is like to
be visually impaired and reliant on the Web!
(http://www.rit.edu/%7Eeasi/)
12. Peer-to-Peer Collaboration
(Global Knowledge Centers--Peer Shared Document Sites)
Possibilities:
1.
2.
3.
Data Sharing
(www.napster.com)
Resource Sharing
(www.intel.com/cure/overview.
htm)
Workgroup Collaboration
(www.groove.net)
13. Reusable Content
(will include a school passport option to see how it is used)
What is a Learning Object?
• “Learning Objects are small or large resources that can be used
to provide a learning experience. These assets can be lessons,
video clips, images, or even people. The Learning Objects can
represent tiny "chunks" of knowledge, or they can be whole
courses.”
Claude Ostyn, Click2Learn
“Publishers”
Software Developers
Book Publishers
Hollywood Producers
Newspapers
On-Line Services
Technology
ISDN
MPEG/DVI
Photo CD
HDTV
QuickTime
OS/2
Windows
Distribution
USERS
Cable Companies
Broadcasters
Telephone Cos.
Computer Nets
Retail Stores
ADL Functional Requirements
(Bob Wisher, 2001)
Accessible: access instructional components from one
location and deliver them to many other locations
Interoperable: use instructional components developed in
one location with a different platform in another location
Reusable: incorporate instructional components into
multiple applications
Durable: operate instructional components when base
technology changes, without redesign or recoding
Affordable: increase learning effectiveness significantly
while reducing time and costs
14. Virtual Worlds/Reality
Avatars--representations
of people
Objects--representations of objects
Maps--the landscape which can be explored
Bots--artificial intelligence
15. Wearable Computing
16. Wireless Technology
Ok, who wants a TICKIT?
And, who has a TICKIT?
http://www.iub.edu/~tickit