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Using YouTube to Extend Microteaching Sessions and to Enhance Instructor Assessment of Pre-Service Teacher Practice ,[object Object],Presented at:  An Inclusive Vision for Teacher Education: Exploring Issues of Engagement; NYSCATE / NYACTE – October 2010 ,[object Object],Empire State College,[object Object],Master of Arts in Teaching Program ,[object Object],Eileen O’Connor, Ph.D.,[object Object],www.slideshare.net/eoconnor,[object Object]
Paper soon to be published,[object Object],THE EFFECT ON LEARNING, COMMUNICATION, AND ASSESSMENT WHEN STUDENT-CREATED YOUTUBES OF MICROTEACHING WERE USED IN AN ONLINE TEACHER-EDUCATION COURSE,[object Object],In the Journal of Educational Technology Systems,[object Object]
Agenda,[object Object],Background on the course & the needs of the course ; research questions ,[object Object],Findings  from the YouTube pilot,[object Object],Conclusions, improvements, and next steps: ,[object Object],How can we scaffold  a developmental teacher-growth process where we can view performance?  What are you doing now in related areas? ,[object Object],How can we help pre-service teachers think more specifically about ALL students even before the classroom?  What evidence would you want to see in  a self-taped microteaching?,[object Object]
Course Particulars,[object Object],Pre-service teachers who are learning to become science teachers; career changing adults ,[object Object],An associated course is face-to-face and allows these teachers to practice but . . . ,[object Object],content-pedagogy experts are not always available,[object Object],Purpose of YouTube pilot—to have students:,[object Object],develop a microteaching that they share with peers & the instructor that can aid in their development as soon-to-be K12 teachers, that can serve as a course assessment , and that can encourage peer networks,[object Object]
Course particulars:  the nature of the course interactions,[object Object],The online course itself is highly interactive and tech-enabled online course: ,[object Object],Second Life for meetings and discussions,[object Object],Talk-aloud discussion boards for planning ,[object Object],Networking students in an expressed instructional objective  ,[object Object]
Demographics:  Career-changing adults ,[object Object]
Research questions,[object Object],Can the use of readily-available video-recording and sharing applications, such as YouTube, provide more opportunities for pre-service teachers working in a largely online environment to practice teaching before they enter the classroom?  How can having more opportunities for content-expert faculty review help these students grow as research-based science teachers? Can students in online courses develop more collegial relationships through YouTube sharing? ,[object Object],What areas appear as problematic when students self-created and posted these videos – from a technical perspective and from a presentation perspective?,[object Object],How did the YouTube serve as an assessment tool within the course?   How has the use of student-developed videos improved the course effectiveness?,[object Object]
You & your online students get to know each other,[object Object]
Findings:  students get to know each other – online ,[object Object],More personal interactions were apparent: ,[object Object],Peer help with creating and posting the YouTubes,[object Object],Students discuss their presentation style,[object Object],Do I look shifty eyes? ,[object Object],Students comment about themselves personally,[object Object],Not happy with the beard  it was shaved,[object Object],Personalities become apparent ,[object Object],From show-off-y to competent to quiet ,[object Object]
Findings:  learning the technology,[object Object],Some technology struggles in the beginning; but quickly overcome – issues at the beginning: ,[object Object],Uploading problems – timing out / too long ,[object Object],Trouble embedding the right links ,[object Object],No Helpdesk – students helped each other ,[object Object],Initial handout from the instructor with some “basics” ,[object Object],The icebreaker to test the process was very helpful -  and students enjoyed their presentations,[object Object]
Ways students worked,[object Object],Sophisticated video-editing was clearly stated & demonstratedas NOT being required; this was not per se a technology course,[object Object]
View students’ actual work ,[object Object]
Findings:   now you can analyze performance characteristics ,[object Object],Such as the style of teaching that was evident:,[object Object]
Students were creative in displaying data & its use,[object Object]
A “performance based” assessment,[object Object],Brings in a vital aspect of instruction and review: ,[object Object],The process of creating the microteaching is instructive in-and-of itself,[object Object],As evident in the scientific quality within the productions even without specific coaching on how & what to present,[object Object],Kindly but pointed review,[object Object],Mastery of many areas but still not student centered or interesting,[object Object],More similar to actual classroom observations ,[object Object],The content-pedagogy instructor can now observe technique, technology integration, & aspects of comfort in front of an audience ,[object Object],Difficult qualities to assess in online environment,[object Object]
Findings ,[object Object],Good science & tech . . . however: ,[object Object],Too much to an adult audience – their colleagues,[object Object],Despite criteria, notes, rubrics, and comments,[object Object],But improvement by the second microteaching,[object Object],Too much “this is what you should know about science” and not enough engendering of the questions that science addresses,[object Object],Too little evidence of why K12 students would be interested or engaged in the science,[object Object]
Benefits	,[object Object],Good way for online instructors to get to know students – in an asynchronous manner,[object Object],Easy to use: ,[object Object],The learning curve for the technology is small,[object Object],Network students for peer support  ,[object Object],Important communication skills that teachers need: ,[object Object],Good modeling for their own classroom; K12 students work well in this environment,[object Object]
Value to the students,[object Object],Practice with the technology and with the teaching; learning how to assemble materials needed, how to address the standards,[object Object],Getting to know their peers better,[object Object],Using 21st century skills ,[object Object]
Value in teacher prep ,[object Object],Practicing with assembly of all the materials and ideas needed when teaching:,[object Object],Requires the integration of many areas:  the science; the lessons; the technology; and the videotaping  goes beyond what is evident in a lesson plan,[object Object],Provides practice in speaking and later critiquing ,[object Object],The natural concern about speaking with colleagues as evident in comments to the audience and introductions ,[object Object],Also, these students may soon have to do a demo lesson on a job interview,[object Object]
Selected links to microteaching YouTubes (T&L – spring 2010),[object Object],Deleted for the public posting,[object Object]
Value to using YouTube, in general,[object Object]
Lessons learned for teacher ed:   more research & development needed ,[object Object],Very valuable techniques – show the good and the bad of teaching ,[object Object],Often teacher-centered / little evidence of differentiation – but movement towards best practice,[object Object],VERY difficult to change practice – we teach how we were taught; which may not be as evident in lesson plans and papers,[object Object],Student products (the videos) can be shared, stored, and analyzed  improvement in teacher-ed instruction can be supported by actual performance evidence,[object Object]
Lessons learned for teacher ed:   how can we start to make improvements? ,[object Object],Requirements for improvement – in the outcomes and the instruction (the technology itself was mostly supportive) ,[object Object],A more realistic conception of pre-classroom teaching needs and how they are assessed must be developed,[object Object],More YouTube models of best practice – they should be analyzed and discussed by students before they create their microteachings; ,[object Object],Need more scaffolding and assignments on the student-centeredness and inclusive aspects that can serve as models ,[object Object],Need short exemplar YouTubes that illustrate different aspect of best practices,[object Object],Criteria & rubrics should better alignment with desired outcomes within the video format – need to highlight the new expectations,[object Object],Address ways to bring in the unseen audience,[object Object],Consider creating more specific peer review – anonymous, perhaps,[object Object]
Questions when developing possible YouTubes,[object Object]
In conclusion:  the pilot outcomes,[object Object],Very worthy – providing a whole new face for pre-service teacher education ,[object Object],Closer to the classroom – than written lesson plans; much better assessment of preparation for teaching,[object Object],However, lack of “real” students may have skewed this towards a performance for other scientist,[object Object],Performance-based assessment – heralds our adult students:   good concrete experience  ,[object Object],Need to bring the course itself into better alignment with this performance approach  areas in need of improvement were highlighted,[object Object]
Notes to prospective implementers ,[object Object],Valuable way to assess performance but we need to improve the evaluation of live performances and not simply “papers”,[object Object],Particularly useful in clinical programs and/or where performances are required ,[object Object],Model the techniques you want ,[object Object],Easier said then done,[object Object],In teacher education, you need a new mental model of teaching; the YouTube gives evidence to the deeper thinking of students,[object Object],The instructor will have students continue to use these videos in the fall semester’s course  ,[object Object]

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Use of YouTube in Teacher Ed

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Editor's Notes

  1. This slide shows what the analysis found of different ways that students addressed their unseen K12 audience. At the beginning the students effectively forget the K12 audience and addressed most of the comments to their colleagues. By the second micrteaching they remembered to address the right audience. Still the students had a difficult time with creating the challenging, engaging environment that would raise K12 student curiosity; they tended to show students what to do and see.
  2. For example, the instructor was able to get a very good perspective on the technology and science-lesson skills of the student.