Transcript The Pedagogical TICKIT: Researching Different Online Instructional Methods Curt Bonk, Indiana University Co-Director of TICKIT Program Associate Professor President, CourseShare.com [email protected] http://php.indiana.edu/~cjbonk.

The Pedagogical TICKIT:
Researching Different Online
Instructional Methods
Curt Bonk, Indiana University
Co-Director of TICKIT Program
Associate Professor
President, CourseShare.com
[email protected]
http://php.indiana.edu/~cjbonk
TICKIT
TICKIT
Teacher Institute for Curriculum
Knowledge about Integration of
Technology
(http://www.indiana.edu/~tickit)
http://www.indiana.edu/~tickit/
What is Technology Integration?
Technology integration is when a teacher thinks
about and utilizes technology to accomplish
some teaching and learning goal. It is integrated
when the thought and action occur seamlessly. It
is integrated when the learners do not need
extensive direction or training with each new tool
or technology. It is integrated when the form of
the technology is not prespecified and the
teacher does not describe him or herself a certain
type of technology teacher (e.g., a Web instructor
or an expert at movie digitalization).
(Bonk, March 7, 2001)
What is Thoughtful Use of Tech?
Thoughtful use of technology enhances,
extends, or transforms one's teaching and
learning environment. It can enhance it
by enabling learners to do something they
could not before. It can extend it by
enabling learners to work with others or
other resources that they could not
before. And it can transform it by
enabling learners to generate content or
curriculum materials for the class.
(Bonk, March 7, 2001)
Why Are Teachers Resistant?
Hannafin and Savenye (1993)
•
•
•
•
•
•
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
•Primarily school-based
•Supported by participating school
systems, Arthur Vining Davis
Foundations and Indiana University
TICKIT Overview (con’t)
• Just completed our fourth 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.
•
•
•
•
•
•
•
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.
• Other: role play, scav hunts.
TICKIT Techniques
1. Reading Reactions
2. Debates
3. Critical Friend Interactions
4. Expert Chats and Team Chats
5. Web Resource Reviews
6. Free Technology Reviews
7. Technology Integration Reviews
8. Thoughtful Reflections
9. Role Play
10.Gallery Tours
1. Reading Reactions
1. Give a set of articles.
2. Post reactions to 3-4 articles
that intrigued them.
3. What is most impt in readings?
4. React to postings of 3-4 peers.
5. Summarize posts made to their
reaction.
(Note: this could also be done in teams)
2. Instructor Generated Virtual
Debate (or student generated)
1. Select controversial topic (with input from class)
2. Divide class into subtopic pairs or quads: 1-2
critics and 1-2 defenders.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5. Rebut person in one’s pair
6. Reply to 2+ positions with comments or q’s
7. Formulate and post personal positions.
3. Critical/Constructive Friends,
Email Pals, Web Buddies
1. Assign a critical friend (perhaps based on
commonalities).
2. Post weekly updates of projects, send
reminders of due dates, help where needed.
3. Provide criticism to peer (I.e., what is strong
and weak, what’s missing, what hits the mark)
as well as suggestions for strengthening.
In effect, critical friends do not slide over
weaknesses, but confront them kindly and
directly.
4. Reflect on experience.
4. Electronic Guests & Mentoring
1. Find article or topic that is controversial
2. Invite person associated with that article
(perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief (i.e., did anyone
change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)
5. Web Resource Reviews
6. Free Technology Reviews
7. Technology Integration Reviews
8. Thoughtful Reflections
on Teaching
8. Thoughtful Team Reflections
9. Role Play
A. Role Play Authors
• Write a reading reaction, debate, or reflection paper as if
you were one of the authors
B. Assume Persona of Scholar
– Enroll famous people in your course
– Students assume voice of that person for one or
more sessions
– Post a 300-700 word debate to one or more of the
readings as if you were that person. Enter debate
topic or Respond to debate topic
– Respond to rdg reflections of others or react to own
10. Gallery Tours
• Assign Topic or Project
(e.g., Team or Class White
Paper, Bus Plan, Study
Guide, Glossary,
Journal, Model Exam
Answers)
• Students Post to Web
• Experts Review and Rate
• Try to Combine Projects
10. Gallery Tours
Basically Allow for
Pedagogical Choice
•
•
•
•
Give many choices.
Allow to complete any of them.
Provide structure on due dates.
Send reminders.
Paper #1. The TICKIT Program Model
(in review, Journal of Educational Computing Research)
1) Classroom Curriculum Projects
 Provide structure for teacher goal-setting and
implementation
 Apply what learn by developing and teaching units
2) Teacher Choice
 Do not persuade to use a particular theory or method
 Urge teachers to integrate technology into what they
already do to add value
 Present an array of possibilities for integration projects
TICKIT Program Model, Con’t
3) Expect Systematic Evaluation, Selfreflection, and Revision of Practice
 Provide for electronic and face to face
collaboration with colleagues and coaching by
TICKIT staff
 Provide audiences and venues for reports and
reflections on practice
4) Provide a Structure for Leadership Cadres
to Assist Other Teachers Locally
TICKIT Program Elements:
Assessment of
Individual E-Mail,
Classroom
Phone, Asynchronous & In-Person
Project by:
Coaching By
TICKIT Staff
TICKIT Staff
Other Teachers
Workshops:
Tools
Pedagogy
Share Ideas
Reflect on Projects
Create,
Teach,
Assess,
Revise
Classroom
Projects
Electronic Collaboration:
Project Progress Reporting
Reading and Reflection
Constructive Friend Interaction
Technology Reviews
Expert Chats
School-Level
Outcomes
Models of Technology Integration
Colleague Support by TICKIT Cohort:
TICKIT Teacher
Local Reports to
And Interaction
With Teacher
Colleagues
Reflection,
Action Research
On Classroom
Projects
Individual TICKIT
Teacher:
Knowledge
Skill
Confidence
Motivation
Beliefs
Value Added by
Technology
Integration in
Classroom Teaching
& Learning
TICKIT Teacher
Reports to TICKIT
Staff, Peers & Other
Teachers at
Conferences
Other Professional
& Staff Development
Experiences & Programs
Teacher Prior:
Knowledge
Skill
Confidence
Motivation
Beliefs
Figure 1: Model of TICKIT Program Components and Outcomes
Student
Learning
Paper #2. Online Pedagogy & Mentoring
(in press, Technology and Teacher Education)
• Effectiveness of reading reactions,
debates, and critical friend activities
• Frequency of discussion categories
• Dialogue content and depth
• Justification (support of claims)
• Scaffolding and apprenticeship
• Attitudes toward dialogue
TICKIT Staff Mentoring & Assistance
(direct instruction and explanations = 0; Feedback
= 24%, Social Acknowledgements = 24%)
3%
6%
24%
5%
Ack nowledge
Question
Examples
14%
Feedback
Task Structure
Push to Explore
9%
4%
Foster Reflection
Enourage Dialogue
Scaffold
Manage
1%
7%
3%
24%
(Bonk, Ehman, & Hixon, 2000)
Weave
Surface vs. Deep Posts
Surface Processing
In-depth Processing
• making judgments without
justification,
• stating that one shares
ideas or opinions already
stated,
• repeating what has been
said
• asking irrelevant questions
• i.e., fragmented, narrow,
and somewhat trite.
• linked facts and ideas,
• offered new elements of
information,
• discussed advantages and
disadvantages of a situation,
• made judgments that were
supported by examples
and/or justification.
• i.e., more integrated,
weighty, and refreshing.
Findings: Peer Social Discourse
• Focus: 50% on teaching and school experience
• Off Task: 7% total; nearly all in critical friends
• Referencing: approximately 50% more peer praise
in critical friend activities.
• Referencing: referred to own teaching 3 times more
often than to others (i.e., egocentric)
• Justification: 77% claims unsupported; 20%
referenced classroom & other experience
• Depth: about 80% of posts at surface level
Other Findings
• Critical friend dialogue involved more peer
support, help requests, social acknowledgements
• Critical friend postings perceived more beneficial
to classroom practice
• Reading reactions & debates involved more
content focus
• Reading reactions & debates viewed as “just
another task”
• They would recommend electronic conferencing
to other teachers
Critical Friend Post Example
“Beverly: Before I forget, I want to thank you
again for your invaluable help at the ICE
conference. I get used to using a particular
piece of equipment or program, and it’s hard
for me to adapt quickly. You saved the day.
One thing I have learned from using
technology is that we need to depend upon
each other for support. We are all in this boat
together.”
Critical Friend Post Example
“This is going to sound ‘gushy’ but I JUST LOVE TO
READ YOUR WRITING! What a vocabulary you
have! OK, are you/were you a language arts
teacher, do you read a lot (sic), did you take Latin,
or are you just plain smart? You have a real talent!
As I read your response to the article…I found
myself being pulled right in. You really had some
thought-provoking comments. And at the end of a
teaching day, the fact that anyone could get me to
think is something. …”
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.”
Paper #3. Levels of Technology
Implementation (LoTi)
• Determine the presence of possible relationships
between long-term professional development and
teachers’ levels of technology implementation.
• Explore these relationships and discuss
implications that such relationships have for
professional development.
Apples and Oranges. . .but
CBAM
Awareness
Informational
Personal
Management
Consequence
Collaboration
Refocusing
ACOT
Entry
Adoption
Adaptation
Appropriation
Invention
LOTI
Non-use
Awareness
Exploration
Infusion
Integration--M
Integration--R
Expansion
Refinement
What? Who? When?
• Participants--Five cohorts of teachers
• Three from past (85 teachers); one from the
present (25 teachers); one from the future (28
teachers in control)
• Survey
– 23 Questions dev by TICKIT staff
– LoTi instrument (50 questions)
• 10 subscales
– Eight levels of implementation
– Current instructional practices
– Personal computer use
Sample LoTi Questions
• I am motivated to find ways to use the older as
well as the newer computers in my classroom.
• I access the Internet quite frequently.
• I allocate time for students to practice their
computer skills on the classroom computer(s).
• I prefer that my students go to a computer lab for
instruction without me.
• It is easy for me to design student-centered,
integrated curriculum units that use the
classroom computer(s) in a seamless fashion.
Additional Questions
• Do you have an Internet connection in your
classroom?
• Estimate how many hours of curriculum-based
professional development (e.g. performance-based
assessment, thinking skills strategies, inquiry-based
learning) you have received over the past two years?
• Describe one or two ways that you use or have used
technology in your classroom that have the most impact
on student learning.
Initial Results
Means
TICKIT Cohort s
Non-Use Scores
Implementat ion Scores
1998-1999
3.3333
102.5
1999-2000
4.5455
142.25
2000-2001
7.5
124.9
2001-2002
7.7059
112.4
2002-2003
8.5
93.3077
6.6923
113.4808
Grand Means
Means of LoTi Instrument
Level of
Technology
Implementation
Grouping
N
Mean
Std.
Deviatio
n
Std.
Error
Mean
2002-2003
Cohort
14
8.5000
5.11032
1.36579
51
6.1961
5.30290
.74255
14
10.6429
6.31978
1.68903
53
18.5472
5.96969
.82000
14
10.0714
4.77919
1.27729
48
21.4375
6.90330
.99641
Non-Use
All other
Cohorts
2002-2003
Cohort
Expansion
All other
Cohorts
2002-2003
Cohort
Refinement
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Number of Responses
Three Most Important Influences on the Way
TICKIT Teachers Use Technology in the Classroom
70
60
50
40
30
20
10
0
Conclusions and Discussion
• Long-term professional development
seems to have an effect on teachers’
levels of technology implementation
especially in the upper two levels
expansion and refinement.
• Construct validity of LoTi in question.
Six Overall Lessons Learned
1. Avoid Teachers Who Are Compelled By School
Administrators Into Participating (and do always
believe admin)
2. Teachers Respond to Challenge, High
Expectations
3. Requiring Projects in a Graduate Course
Framework Creates Stress But Pays Off For Most
Teachers
4. Asynchronous Conferencing Requires a Lot of
Structure and Meaning For Teachers
5. Teach Technology Use in Teacher’s Environment
6. A Local Leader is Important For a Cohort of
Teachers
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
Questions We Still Need
to Answer
• Does student learning increase as a result
of TICKIT?
• Do TICKIT teachers continue to infuse
technology into their curriculum?
• Are “communities of practice” being
built?
• Is there a TICKIT impact with other
teachers?
• Can we short-circuit phases of teachers’
technology infusion development (ACOT)?
Ok, who wants a TICKIT?
And, who has a TICKIT?
http://www.iub.edu/~tickit