Tom Reeves Special Conference - The Impact of Virtual Schooling Curriculum on In-Service Teachers Preparing for the New Roles in the Virtual School Environment


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Barbour, M. K. (2010, March). The impact of virtual schooling curriculum on in-service teachers preparing for the new roles in the virtual school environment. A poster presentation to the Educational Design Research: Local Change & Global Impact – A Special Conference to Honor Professor Thomas C. Reeves Upon His Retirement from the University of Georgia, Athens, GA.

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Tom Reeves Special Conference - The Impact of Virtual Schooling Curriculum on In-Service Teachers Preparing for the New Roles in the Virtual School Environment

  1. 1. The Impact ofCurriculum on Preparing forVirtual School
  2. 2. Virtual SchoolingIn-ServiceTeachersNew Rolesin the Environment
  3. 3. GrowthStudents Enrolled in Online Courses• 2001 = 40,000 – 50,000 (Clark)• 2009 = 1,000,000 K-12 (Picciano& Seaman)Students Enrolled in Online Courses• 44 States reporting significant K-12 online learning activity 2006 – Michigan adds online learning graduation requirement
  4. 4. MI Online Learning 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• At Wayne State University changed reflected in IT6230 – preparing teachers for three new roles 1. Virtual School Designer 2. Virtual School Teacher 3. Virtual School Facilitator
  5. 5. IT6230 – Internet in the Classroom1. Generational Differences (2 weeks) – dispelling digital natives/millennials myths – exploring “Generation Me”1. Web 2.0 Tools (6 weeks) – blogs, RSS, wikis, microblogging, social bookmarking, social networking, collaborative tools1. K-12 Online Learning (7 weeks)
  6. 6. Data-Driven Decisions• Content analysis of the students reflective discussions• Analysis of artifacts from student assignments• Student evaluation of teaching• Instructor’s personal reflections – doctoral students’ (i.e., co-instructors’) reflections
  7. 7. Cycle 1Winter 2008
  8. 8. • Adopted Teacher Education Goes into Virtual Schooling (TEGIVS) curricular wholesale – Multimedia scenarios – Individual project – Group project• Discussion prompts from TEGIVS scenario tasks• Practitioner-focused readings 4 week unit
  9. 9. Cycle 2Winter 2009
  10. 10. • Localized and revised TEGIVS scenarios• Modified individual project – Added tasks from TEGIVS scenarios• Discussion prompts more closely tied to readings• More research-based readings• Added ILO case studies to focus on VS teacher role 5 week unit
  11. 11. Cycle 3Summer 2009
  12. 12. • Modified individual project – added specific tasks related to ILO case studies – added tasks related to Converge special issue• Discussion prompts forced students to explore new resources – with a continued emphasis on the readings 6 week unit
  13. 13. Cycle 4Winter 2010
  14. 14. • Created Michigan- specific online teaching case studies – used as part of Individual Project• Better sequencing of topics• Better coverage of topics related to all three roles• Better illustration of Web 2.0 tools for online teaching 7 week unit
  15. 15. Lessons• First you have to confront students’ preconceptions and dispel any myths• Michigan-specific examples• Discussions more meaningful when tied to the readings, but push students to use resources beyond (particularly with research-based readings)
  16. 16. Still Needed• More Michigan-specific content• Continued revision of the Individual Project• Better mix of practitioner-focused and research-based readings• Increase in materials related to “virtual school designer” role
  17. 17. Michael K. Barbourmkbarbour@gmail.com