Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. Project-Based Learning in Teacher Education: Developing Information Literacy Skills and Global Competency among Teacher CandidatesTeacher EducationOctober 20, 2011 Linda Cifelli Dawn Marie Dowd2:00 PM - 3:30 PM Salon DChair: Molly Faulkner-Bond Claudia Knezek Melda N. YildizDiscussant: Lynn Shelley-Sireci
  2. 2. Abstract This paper outlines the difficulties and unique characteristics of developing information literacy skills and global competencies through new media and technologies in Teacher Education. It offers creative strategies for integrating project-based learning modules into undergraduate courses and showcases participants’ group projects. The participants studies the value of college education; conducted surveys and interviews to articulate the realities and conditions in colleges through their research, analysis, and dialog; and presented their research-based group posters reflecting on the current national college productivity issues as well as international perspectives on the value of college education. Through their project-based activity, they gained alternative point of view on the role of college of education in their lives and renewed interest and commitment to their program of studies.
  3. 3. Purpose of the Study In our General Education program at our institution, students are required to take a research and technology course. The study explores three key topics in order to understand the educational research experiences of the participants: the wide range of meanings participants associate with myth and misconceptions in college education; the impact of developing alternative multimedia learning objects (modules) and strategies on participants’ reaction and understanding of educational issues (myths and misconceptions); and the ways in which the participants respond to project-based learning activities.
  4. 4. 
  5. 5. Research team developed project- based learning module: 1. To show participants a wide range of periodicals, peer reviewed journals and texts about the role and power of college education. Each learning modules were incorporated into group activities to develop research skills and global competencies among teacher candidates and to improve their research skills. 2. To model research activities while engaging teacher candidates to utilize different texts and periodicals, to summarize, compare, contrast, and evaluate the content of print and non-print media, and to develop basic research skills. 3. To motivate participants to create research-based posters including both visuals and text on their topic and then present their findings /posters to the other groups.
  6. 6. Theoretical framework The study focuses on 1) Developing the project-based learning modules for teacher education; 2) Conducting the research using new technologies (i.e. clikr, GPS, Web2.0 technologies); 3) Developing multimedia learning objects to improve participants’ reactions and responses to the myths and misconceptions in education; 4) Providing tools and strategies for participants to develop research skills and global competencies. The study was based on three theoretical framework: Media Literacy, Multicultural/ Global Education, and Semiotics in teacher education.
  7. 7. Methodology Study was completed in two semesters (Fall 2010, Spring 2011). There were over 60 participants were in Research and Technology courses. All the participants were sophomore (ages 18-20) and chose educations as their major. Methodology includes the analysis of pre- and post- survey; reflection papers; responses to learning modules and online activities; interviews; field notes derived from on-site classroom observations; and the content analysis of artifacts and portfolios and classroom presentations.
  8. 8.  After presenting with a brief mini-lesson giving them a broad overview about issues and debate in college education. Formally presenting this information as a “close reading’ activity at the beginning of the workshop was important for the participants to fully understand and participate in the smaller group activities that follow. Each group had a themed-based (relating specifically to the role and value of college of education in 21st century) periodicals, research journals and nonfiction texts to work with for the remainder of the classroom activity. Poster board, markers, construction papers, etc. were provided at each table. Over 25 titles of articles from periodicals or nonfiction texts were available to the participants either in hard copy at their group’s center or via a bibliography. Research team (instructors) walked around continuously and assisted the groups. There was a librarian as part of the research team in the room. Also, computer stations were available during the activity for additional support on their research.
  9. 9.  The goal of each group is to create a research-based poster based on the resources at their table and then to present their posters to the other groups. The groups had a timetable. They had assigned roles. They completed specific strategic activities (such as Persuasion Map- uasion_map/ and alpha-boxes- boxes.pdf) relating to skimming and scanning for information, summarizing, comparing / contrasting, and synthesizing in order to facilitate their creation of a research-based poster in a timely manner.
  10. 10. Results This participatory intervention study outlines the difficulties and unique characteristics of developing research skills and global competencies through new media and technologies in Teacher Education. This presentation is for P16 teachers who would like to integrate global education, 21st Century skills and media literacy into their curriculum. It offers creative strategies for integrating project-based learning modules into undergraduate courses; and showcases participants’ group projects and research posters. They presented their research-based posters reflecting not only on the current national college productivity issues but also international perspectives on the value of college education. Through the their project-based activity, they gained alternative point of view on the role of college of education in their lives and renewed interest and commitment to their program of studies.
  11. 11. Conclusion This research focused on: 1. Designing project based learning objects/modules integrating Web.2.0 technologies and using assessment strategies, and reflective practices are most conducive for Teachers and Teacher Candidates to enhance their teaching. 2. Institutional/ Program Level Decisions on how we can empower our teacher candidates and to develop research skills on selected issues (i.e. value of college education). Most importantly, how we need to re-design our teacher education programs to transform our professional development to meet the needs of the net generation teacher candidates and K12 students. 3. The role of new media and technologies: How does learning objects enhance teacher candidates literacy and technology skills and address ISTE National Educational Technology Standards? 4. Assessment: How do we assess our teacher candidate Currently, research team is redesigning the project-based activities for the Fall 2011 semester. We hope to explore, design, and create the strategies, curricula, and programs for improving student learning outcomes, also gain alternative point of view on new media and technologies into K12 curriculum and renew interest and commitment to learning and global understanding. To date, few scholarly studies have investigated either the power of project based learning among college students or the impact of new technologies in developing global competencies. This study attempts to fill the gap by outlining the natural links between global education and communication. We explore how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.
  12. 12.  This participatory intervention study focuses on the role of multiliteracies (i.e. numerical, information, geographical and media literacy) through the lens of global education. After the intervention, the participants were asked to fill out a questionnaire about: • the challenges and advantages of integrating Web2.0 technologies in research; • digital resources for communicating media messages; • the process of integrating new media as a tool for teaching and learning; • global issues and 21st century skills across grades and subjects; and the role of college education in their lives.
  13. 13. Educational Implications This study will benefit teacher candidates, teacher educators, K-12 educators and students, parents, media specialists, and administrators who seek alternative strategies and tools for integrating media literacy in K-12 curriculum using new media and technologies, developing and integrating critical autonomy and global competencies into the K12 curriculum. This project based research activity provided participants in further developing their knowledge of technology and research skills. The reading and writing of research papers as well as the ability to have fluent interactions with periodicals and nonfiction texts is a literacy goal across all content areas. Participants interacted with a wide range of texts and articles that contain content about college education as a means of further developing their own knowledge of the value of education as well as facilitating their research skills.
  14. 14. Logo
  15. 15. Glogster Poster http://ge22class.glogster. com/benefits-of-higher- education/
  16. 16. Information Literacy The set of skills needed to “recognize when information is needed and…tolocate, evaluate, and use effectively the needed information" (American Library Association, 1989)
  17. 17. National standards for Information Literacy Association of College & Research Libraries’ Information Literacy Competency Standards for Higher Education /informationliteracycompetency.cfm (Standards 1-4) American Association of School Librarians’ Standards for the 21st Century Learner sandstandards/learningstandards/AASL_Learnin g_Standards_2007.pdf (Standards 1-3)
  18. 18. AASL/ACRL Task Force on the Educational Role of Libraries Blueprint for Collaboration Recommendations include: “Formalize relationship with NCATE Standards Steering Committee to promote information literacy competency standards for higher education.” “Include academic librarians as members of the instructional team in graduate and undergraduate teacher education programs.” “Encourage education faculty, library school faculty, and academic librarians and/or school media specialists to engage in research, co-publish, jointly present at conferences, and pursue other forms of professional collaboration.”
  19. 19. References Berg, G. A. (2010). Low-income students and the perpetuation of inequality: Higher education in America. Billitteri, T. J. (2009, November 20). The value of a college education. CQ Researcher, 19, 981-1004. Retrieved from Kamenetz, A. (2010). DIY U: Edupunks, edupreneurs, and the coming transformation of higher education. White River Junction, VT: Chelsea Green. Lewin, T. (2010, September 21). Value of college degree Is growing, study says. New York Times. p. 18. Retrieved from EBSCOhost ookie,ip,url,cpid&custid=keaninf&db=aph&AN=53776315&site=ehost-live Mead, R. (2010). Learning by degrees. New Yorker, 86(16), 21-22. Retrieved from EBSCOhost ookie,ip,url,cpid&custid=keaninf&db=aph&AN=51168090&site=ehost-live
  20. 20. References American Library Association. Association of College and Research Libraries. (1989). Presidential Committee on Information Literacy. Retrieved October 18, 2011, from American Library Association. Association of College and Research Libraries. (2006). Information Literacy Competency Standards for Higher Education. Retrieved October 18, 2011, from American Library Association. Association of College and Research Libraries. American Association of School Librarians. (2006). Blueprint for Collaboration. Retrieved October 17, 2011, from Chu, S., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project- based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132-143. doi:10.1016/j.lisr.2010.07.017 Floyd, D. M., Colvin, G., & Bodur, Y. (2008). A faculty–librarian collaboration for developing information literacy skills among preservice teachers. Teaching and Teacher Education, 24(2), 368-376. Kovalik, C. L., Jensen, M. L., Schloman, B., & Tipton, M. (2010), Information literacy, collaboration, and teacher education. Communications in Information Literacy, 4(2): 145-169.