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Ted bas

  1. 1. Supporting Novice Teachers in Inclusive Classrooms Using Social Media and E-Mentoring Barbara Serianni Selma Powell November 9, 2012
  2. 2. OVERVIEW Rationale Resident Teacher Professional Preparation Program (RTP3) Introduce RTP3 technology Explore use of Edmodo and RTP3 Supervision of Virtual Interns Lessons we are learning
  3. 3. RATIONALE These resident teachers require more support than novice teachers who have completed their teacher preparation programs (Smith & Evans, 2008). University intern coordinator, a supervising teacher, and a district mentor play a significant role in the success of new teachers, with the trained mentor having the most critical role (Denver, Hager, & Klein, 2003).
  4. 4. Effective mentors have the responsibility of communicating, establishing trust, providing emotional as well as pedagogical support for these resident teachers (Jones & Pauley, 2003). Technology tools are now an integral part of the teacher toolkit (Smith & Israel, 2010).
  5. 5. E mentoring is combined use of any computer- mediated communication, including internet-based applications such as social media and is designed to “support novice teachers through differentiated experiences based on mentees’ needs and immediate concerns” (Smith & Israel, 2010, p. 30).
  6. 6. E mentoring via web 2.0 applications has emerged as a viable alternative and supplement to the more traditional face-to- face communication between mentor and mentee ” (Smith & Israel, 2010).
  7. 7. UCF/Lockheed Martin Academy TMAST (Since 2003) (Transition to Mathematics & Science Teaching) Alternative Teacher Preparation Program 14 month intensive TMAST Qualifications • Often Career Changers • 3.0 GPA • 18 Credits in Math or Science • No Teaching Experience
  8. 8. RESIDENT TEACHER PROFESSIONAL PREPARATION PROGRAM (RTP3) (Race to the Top Grant 2012) Alternative Teacher Preparation Program 14 month intensive RTP3 Qualifications • 3.0 GPA last 60 hours • STEM degree from 2008 • No Teaching Experience
  9. 9. Resident Teacher Professional Preparation Program (RTP3) Mentoring Connection Common Core Standards Technology and Innovation Lesson Study Common Text
  10. 10. RTP3 CURRICULUM AT-A-GLANCE 10
  11. 11. EXPLORE THE RTP3 TECHNOLOGY FOR MENTORING Edmodo FaceTime Bug In Ear
  12. 12. EDMODO
  13. 13. FACETIME
  14. 14. BUG IN EAR
  15. 15. OVERALL VISITS TO EDMODO During the Summer Term
  16. 16. MAP OF RTP3 USE OF EDMODO
  17. 17. MAP WITHOUT WHOLE GROUP POSTS
  18. 18. SUPERVISION OF VIRTUAL INTERNS Elluminate Microsoft Messenger Google Voice Google Hangout
  19. 19. ELLUMINATE
  20. 20. MICROSOFT MESSENGER
  21. 21. GOOGLE VOICE
  22. 22. GOOGLE HANGOUT
  23. 23. PRELIMINARY SURVEY RESULTS HOW ARE TEACHERS ACCESSING EDMODO? 87% - Laptop 23% - Tablet 26% - Smartphone Conclusion: Teachers are mobile HOW HAS USEAGE BEEN IMPACTED BY THE START OF SCHOOL? 5% - Several times a week 25% - At lease once a week 70% - Less than once a week Suspicion: Teachers are adjusting to the demands of teaching
  24. 24. TEACHER’S SENSE OF EFFICACY SCALE (Pre) Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Reliability: Engagement (α = .87) Instruction (α = .91) Management (α = .90) SCALE 1-Not at all 2-Very Little 3-Some Degree 4-Quite a Bit 5-A Great Deal Efficacy in: Mean SD Student Engagement 3.8 .78 Instruction 4.0 .76 Classroom Management 3.9 .70
  25. 25. TECHNOLOGY SELF-EFFICACY (Pre) SCALE 1-Strongly Disagree 2-Disagree 3-Neither 4-Agree 5-Strongly Agree Confident in using: Mean SD Technology in General 4.3 1.02 Social Networking 4.0 1.20 Mobile Devices 4.3 1.06
  26. 26. LESSONS WE ARE LEARNING Resident Teachers need support and want immediate feedback Resident Teachers are comfortable with using technology

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