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Digital Internship 2.0
Dr. Alec Couros
Faculty of Education
University of Regina
Overview
History, Context, Rationale
Overview: History, Context, Rationale

 A research-based training project designed to provide
 preservice teacher interns ...
Activities
Content & Processes
Activities: Content & Processes

 Workshops on various topics: social learning,
 SmartBoards, managing ICT in the classroo...
Findings
Results of the Project
Findings: Effects on the Intern & School
 Staying current
 Developing self-efficacy
 Forming support networks and an arena ...
Findings: Effects on Teaching
 Allocation of hardware and support.
 Greater access to a wider range of teaching tools and
...
Findings: Effects on Students

 Quality of resources accessible to students.
 Motivation and comportment in the classroom....
Findings: Barriers

 Time.
 Resources in the school.
 Disparate school policies.
 Initial parental resistance.
Other Major Findings

 Laptops are beneficial to interns.
 Intentional communities are difficult to maintain.
 Parental educ...
Future Directions
Plans & Possibilities
Future Directions: Plans & Possibilities

 Changes in programming.
 Development of 6-course ICT stream.
 Integration into ...
We've reached the point in our (disparate)
cultural adaptation to computing and
communication technology that the younger
...
Contact
alec.couros@uregina.ca
http://couros.ca
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Digital Internship Tlt

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Digital Internship Presentation, TLT, 2008

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Transcript of "Digital Internship Tlt"

  1. 1. Digital Internship 2.0 Dr. Alec Couros Faculty of Education University of Regina
  2. 2. Overview History, Context, Rationale
  3. 3. Overview: History, Context, Rationale A research-based training project designed to provide preservice teacher interns with focused, sustained, and pedagogically appropriate educational technology experiences. Funded since 2002, federal then provincial gov. Research team interested in ICT and pedagogy. Perceived need from the field. Insufficient exposure to appropriate ICT in program. 34 interns: 14 elementary, 6 middle years, 6 secondary, 8 arts education.
  4. 4. Activities Content & Processes
  5. 5. Activities: Content & Processes Workshops on various topics: social learning, SmartBoards, managing ICT in the classroom, critical media literacy, internet safety & cyberbullying, digital video, podcasting, technology-rich differentiated learning, GPS, other sessions. Worked with cooperating teachers as well. Developed a Ning support group. At-school drop-in support. LOTS of one-to-one just-in-time learning. Provided hardware to schools via MPIL. Research.
  6. 6. Findings Results of the Project
  7. 7. Findings: Effects on the Intern & School Staying current Developing self-efficacy Forming support networks and an arena for sharing and springboarding. Interns perceived as technology resources. Catalysts of change. Recipients of supplementary mentorship.
  8. 8. Findings: Effects on Teaching Allocation of hardware and support. Greater access to a wider range of teaching tools and authentic resources. Enhanced assessment possibilities and options.
  9. 9. Findings: Effects on Students Quality of resources accessible to students. Motivation and comportment in the classroom. Perceiving lessons as accommodating and personally relevant. Fostering digital literacy. Confidence and sense of responsibility.
  10. 10. Findings: Barriers Time. Resources in the school. Disparate school policies. Initial parental resistance.
  11. 11. Other Major Findings Laptops are beneficial to interns. Intentional communities are difficult to maintain. Parental education and involvement vital. Liberal policies and support are beneficial to technology-infused practice.
  12. 12. Future Directions Plans & Possibilities
  13. 13. Future Directions: Plans & Possibilities Changes in programming. Development of 6-course ICT stream. Integration into education core studies courses. Focus on faculty ICT development.
  14. 14. We've reached the point in our (disparate) cultural adaptation to computing and communication technology that the younger technical generations are so empowered they are impatient and ready to jettison institutions most of the rest of us tend to think of as essential, central, even immortal. They are ready to dump our schools. (Cringely, 2008)
  15. 15. Contact alec.couros@uregina.ca http://couros.ca
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