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SITE 2010 - The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators
 

SITE 2010 - The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators

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Barbour, M. K., & Unger, K. (2010, March). The impact of the virtual schooling curriculum on preparing in-service teachers for the roles as virtual school facilitators. A paper presented at the annual ...

Barbour, M. K., & Unger, K. (2010, March). The impact of the virtual schooling curriculum on preparing in-service teachers for the roles as virtual school facilitators. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, San Diego, CA.

This study examined the second round of data collection from an action research project designed to help in-service teachers become better virtual school facilitators. The data included blog entries and comments from five of the seven graduate students in an instructional technology course related to K-12 online learning. The specific discussion prompts relate to virtual school readings and the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum. Based upon initial analysis, the TEGIVS curriculum was effective for providing these graduate students some experience with how K-12 online learning opportunities were delivered, along with some of the possibilities and challenges associated with K-12 online learning. The analysis of this data is continuing, and there are plans to continue this line of inquiry with additional students in future offerings as we continue to improve upon the course design.

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  • It is interesting to remind readers that the State of Michigan implemented the online learning graduation requirement in 2007. This means that the class of 2011 will be the first high school graduates where all students will have completed an online learning experience. We mention this because the participants in this study, mainly middle and high school teachers, had freshmen and sophomores that would be held to this graduation requirement. Yet, three of the themes still focused on the “who” and “what” of virtual schooling, as opposed to the effective ways in virtual schooling could be supported in their role as virtual school facilitators.

SITE 2010 - The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators SITE 2010 - The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators Presentation Transcript

  • Instructional Technology The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators Michael Barbour - mkbarbour@gmail.com Kelly Unger - klu728@gmail.com
  • Instructional Technology Current state of VSStudents Enrolled in Online Courses• 2001 = 40,000 – 50,000 (Clark)• 2009 = 1,000,000 K-12 (Picciano& Seaman)Students Enrolled in Online Courses• 45 States reporting significant K-12 online learning activity
  • Instructional Technology Current state of VS• 2006 – Michigan adds online learning graduation requirement• Added 3 new standards for teachers in Educational Technology 1. Online Technology Experience and Skills 2. Online Course Design 3. Online Course Delivery• Necessitated changes to all endorsement programs in the state
  • Instructional Technology Current state of VS• At Wayne State University changed reflected in IT6230 – preparing teachers for three new roles (Davis, 2007) 1. Virtual School Designer 2. Virtual School Teacher 3. Virtual School Facilitator » most middle and high school teachers in Michigan were more likely to play the role of the facilitator the majority of course activities focused on this position
  • Instructional Technology Curriculum• Generational Differences (2 weeks) – dispelling digital natives/millennials myths – exploring “Generation Me”• Web 2.0 Tools (6 weeks) – blogs, RSS, wikis, microblogging, social bookmarking, social networking, collaborative tools• K-12 Online Learning (7 weeks)
  • Instructional Technology K-12 Online Learning• 5 TEGIVS scenarios• Readings related to K-12 online learning• Reflective discussions using blogs and RSS feeds based upon the instructor’s prompt• Individual project and group project from the TEGIVS curriculum
  • http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
  • Instructional Technology Purpose of Study1. Examine impact of TEGIVS curriculum on the opinions of graduate students enrolled in IT6230 about the role of the virtual school facilitator.2. Examine the effectiveness of the chosen K-12 online learning curriculum, with the goal of making continual improvements to the course (Stringer, 2004).
  • Instructional Technology Methods• Winter 2009 Semester• 5 Graduate Students – Blog comments based on six prompts provided by the instructor – Responses to the Task portion of the TEGIVS scenarios
  • Instructional Technology Methods• Inductive analysis approach (LeCompte&Preissle, 1993) and constant comparative coding (Ezzy, 2002).• Microsoft Word® as a tool to complete this analysis following the procedure outlined by Ruona (2005).• Weekly meetings to discuss codes, categories and potential themes.
  • Results
  • Conclusions & Instructional Technology Implications• Who and What NOT effective ways for support• Support VS and willing to try• Ongoing improvements to the course for a field that is constantly evolving
  • Instructional Technology Questions and Discussion
  • Instructional Technology Michael Barbour mkbarbour@gmail.com http://www.michaelbarbour.com Kelly Unger kellyunger@wayne.edu