Yvonne Bogard, ybogard@regis.edu
Instructional Designer
Regis University, College for Professional Studies
WCET Poster Session October 23, 2009

Classroom Teaching
Constraints and
Content and Pedagogy
Opportunities
Online Teaching Yvonne Bogard, ybogard@regis.edu
Instructional Designer
Regis University
College for Professional Studies
WCET Poster Session, October 23, 2009 23,
2009

Resource:
 Lowes, S. 2008. Online teaching and classroom change: The trans-classroom teacher in
the age of the internet. Innovate 4 (3). Retrieved on October 21, 2009 from
http://www.innovateonline.info/index.php?view=article&id=446.

 Research conducted to gather information
from pre-service teachers and faculty
regarding skills needed and current
classroom practices
 Discusses next steps for infusing
technology more purposefully and
efficiently into teacher training

 What technological skills should students
have at the beginning of their programs?
 What technological skills should students
have at the completion of their programs?

 Surveyed students in the College of Education
and professors in the College of Education
(used Survey Monkey for electronic survey)
 Responses gathered using a Likert scale.
Essential…
Important…
Helpful, but Not Critical…
Unimportant…
N/A

Survey responses gathered from
 33 Teacher Education Program students
 21 faculty

Skills at Beginning of programs
100
90
80
70
60
50
40
30
20 students
10
0 faculty

 Students  Faculty
◦ Spreadsheet ◦ Spreadsheet
◦ Graphics ◦ Database creation
◦ Database creation

 Ability to:
 Exhibit positive attitude toward technology (97%*)
 Create and apply knowledge (97%)
 Advocate safe, legal, responsible use of technology
(91%)
 Transfer current knowledge to learning of new
technology (91%)
 Locate, organize, analyze, evaluate, synthesize info
(91%)
 Develop cultural and global understanding (91%)
 Communicate information effectively(91%)
*percents reported represent responses of ‘important’ or ‘very
important

100
90
80
70
60
50
40
30
20 students
10
0 faculty

 Determine if faculty and students have technology
skills they need to begin the program
 Work with faculty to infuse technology training into
classes
 Add technology workshops or seminars if more
training is needed
 Follow up in real life teaching situations to validate
conclusions and curricular changes
Formal Assessment?
Technology Class?
Other ideas?