Developing a Technology Rich Teacher Education Program
1. Developing a Technology
Rich Teacher Education
Program: Use of Data to
Inform Instruction
Dr. Donna Redman
Nori Barajas-Murphy, M.Ed.
University of La Verne
3. Demographics
The University of La Verne is a Carnegie
doctoral/Research University in Southern
California enrolling over 8,000 students in four
colleges over 11 campuses.
The College of Education & Organizational
Leadership (CEOL) A leader in preparation of
professional educators and administrators.
6. Title V Grant: Preparing Tomorrow’s
Teachers Today Through Technology
1. To improve the technology literacy of future
educatory by modeling exemplary use of
learning technologies in their teacher
preparation program
2. Improve program completion and graduation
rates of future teachers from community
college to 4-year college
7. DATA USED TO INFORM REDESIGN
& FACULTY DEVELOPMENT
8. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
9. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
15. Initial Conclusions - 2012
We believe mobile
devices and tablets will
increase in the near
future and want to
leverage that medium in
course redesign (Horizon
Report 2012)
Our students believe the
goals of the grant to be valid
– technology helps students
achieve course learning
outcomes
Our students own the equipment
needed to access online resources
– and want these resources
available in the LMS
22. La Verne ECAR Key Findings - 2013
Online course components
perceived as a slightly more
effective learning environment but
few LV students had options to
take blended courses
Increase ownership of variety of
devices particularly smart phone
The ownership vs. use data point
shows students are interested in
leveraging tablet and laptop
Instructors and faculty need more
learning technology skills to support
instruction and academic success
LMS is still perceived as important
Our students own several internet
connected devices that are not
leveraged in their courses
Technology is still perceived by many
to support academic success yet down
from 74% prior year
eBooks & ePortfolios still not rating
highly
Lecture capture or screencasting and
online collaboration tools are valued
23. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
24. Project Tomorrow: Speak Up
The New Digital Learning Playbook
– June 2014
• 325,279 K‐12 students
• 32,151 parents
• 37,756 teachers
• 2,230 librarians
• 933 district administrators
• 3,020 school administrators
• 577 technology leaders
• 1,346 members of the
community
• 9,005 public and private schools
from
• 2,710 districts
25. Project Tomorrow: Speak Up
Learning in the 21st Century: Digital
Experiences and Expectations of
Tomorrow’s Teachers
– February 7, 2013
1,351 college students completed the online Speak Up survey.
Key characteristics of this convenience sampling include:
• 75 % were enrolled in undergraduate teacher preparation
programs
• 25 % in post undergraduate programs either leading to a
graduate level degree or to a teacher certificate or
credential
• 41 % were aspiring for a multi-subject teacher credential
• 46 % for a single subject teacher credential
26. Speak Up 2013 Key Findings
Aspiring teachers place a
high value on the role of
technology to both impact
student academic success
and their own
effectiveness as a teacher.
In spite of their comfort
with using technology
tools, the aspiring teachers
say that their field
experiences as student
teachers and observing
their professors are the
best way for them to learn
about how to integrate
technology within
instruction.
La Verne Liberal Studies
students participated this
year in the 2014 Aspiring
Teacher Survey
28. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
30. Quantitative Evaluation Questions
• The course materials helped me achieve the course objectives
• The course assignments helped me achieve the course objectives
• The instructor’s teaching techniques helped my learn the subject matter
• The instructor was respectful of diversity among students
• The class environment was conducive to my learning
• The instructor supported and encouraged student questions and
discussion, in class or online
• Feedback on my coursework was provided in a timely manner
• Feedback on my coursework was helpful
• The instructor was accessible, either in person, by telephone or through
online communication channels.
• Overall the instructor was effective in the course
31. Qualitative Data Questions:
1. What were the instructor’s most satisfactory
teaching attributes?
2. What could the instructor do to improve
his/her teaching effectiveness?
3. What were the most satisfactory aspects of
this course?
4. How could this course be improved?
32. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
33. PT5 Course Outcome Surveys
The degree to which I could have competently
met this learning outcome BEFORE taking this
course.
The degree to which the course materials and
activities in (course) helped me meet the
following learning outcome
Strongly
Disagree
Somewhat
Disagree
Somewhat
Agree
Strongly
Agree
1 2 3 4
34. Impact of Course Redesign
Writing for Educators
Foundation Course
Art for Elementary
Educators
Liberal Studies Lesson
Plan Resource
Liberal Studies
ePortfolio Resource
Physical Education for
Elementary Educators
Early Childhood
Development
35. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
36. Liberal Studies Faculty Use of Data
• To what degree did the course learning
outcome data influence your teaching
practices?
• To what degree did the ECAR data influence
your teaching practices?
• To what degree did the faculty development
events influence your teaching practices?
37. ECAR Data + Course LO Data
To what degree did the course learning
outcome data influence your teaching
practices?
3.60
I have modified my instructional
approach(es) based on the 2012 data set.
3.14
I have modified my instructional
approach(es) based on the 2013 data set.
3.05
38. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
39. Lead Instructor Role
Specialists for each Liberal Studies course:
oversee content, delivery and training for
all other instructors
Grant related meetings: Annual each
Spring
• 2012 to review and revise all course
outcomes
• 2013 to review and revise and align all
course assessments
• 2014 to reflect on data and faculty
development
40. Liberal Studies Lead Focus Group
1. In what ways do you use data to inform
course content and instructional design
2. In what ways do you use faculty development
to inform course content and instructional
design
41. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
43. Year One Redesign
• Redesigned all presentations
• Lecture captured all course topics
and located on a streaming server
• Created SoftChalk SCORM
compliant lessons w/ embedded
lecture
• Created and embedded self
checking quizzes during each topic
• Assessments aligned more closely
with course learning outcomes
• Instructor feedback models online
“Office Hour” using screencast
grading
Writing for Educators
Foundation Course
44. Screencasting is used widely by
instructors and students in all courses
LMS is the central location for all
coursework in program
Device use is encouraged and course
content is increasingly mobile friendly
Liberal Studies courses are all
offered in the blended format; 7 of
the 11 required courses are offered
100% online
eBooks & ePortfolios are being consistently
and intentionally infused program wide
Year One Redesign Writing for Educators
Foundation Course
45. Year Two Redesign
1. Course iBook
2. Class activities aligned
and balanced for
continuity
3. Course materials (slide
shows, web modules,
LMS) designed with
consistent look and
navigation
Art for Elementary
Educators
46. Year Two Redesign Art for Elementary
Educators
LMS is the central location for all
coursework in program
eBooks & ePortfolios are being consistently
and intentionally infused program wide
Liberal Studies courses are all
offered in the blended format; 7 of
the 11 required courses are offered
100% online
47. Year Three Redesign
1. Program alignment +
Capstone Rubric
2. Course level artifacts,
achievements, and
reflections
3. How-To manual
Liberal Studies
ePortfolio Resource
Amazon Appstore
Google Play Store
Apple App Store
PDF
HTML
48. Year Three Redesign Liberal Studies Lesson
Plan Resource
1. Program alignment
2. Examples of key
indicators
3. Guided practice using
assessment rubric
4. How-To manual
49. La Verne Redesign
Device use is encouraged and course
content is increasingly mobile friendly
Ongoing, sustained support of
consistent learning technology skills is
offered to all Liberal Studies faculty
and instructors
eBooks & ePortfolios are being consistently
and intentionally infused program wide
50. Year Three Redesign
1. Learning Outcomes revised and
aligned with course
assessments
2. Diagnostic App integration into
introductory unit
3. Lesson Plan resource
customized for PE education
and for program continuity
4. Project based capstone
assessment
Physical Education
for Elementary
Educators
51. La Verne Redesign
Problem based learning is the
course arc ~ students will create a
PE unit to solve a K-8 teaching
scenario
Diagnostic app integration and
modeling throughout course
Technology is still perceived by many
to support academic
Screencasting is used widely by
instructors and students in all courses
LMS is the central location for all
coursework in program
Device use is encouraged and course
content is increasingly mobile friendly
Ongoing, sustained support of
consistent learning technology skills is
offered to all Liberal Studies faculty
and instructors
eBooks & ePortfolios are being consistently
and intentionally infused program wide
Integration and modeling of device in
PE education and teaching
52. Year Three Redesign
1. Practicum resource for
observation unit
Early Childhood
Development
55. Liberal Studies Annual Meetings
Goals:
• ECAR Data + Course learning
outcomes data + Aspiring data
• Screencasting
• ePortfolio
56. To what degree have your incorporated
screencasting as an instructor?
3.6868%
Significantly
Faculty Development
To what degree have you assigned and
assessed an item for the Liberal Studies
ePortfolio?
To what degree have you integrated
screencasting into student assignments?
2.72
3.00
58. EDUC407 Requirements
• Screencasting – Teaching concepts, rich media
development, reflection
• Video Channel – Student produced playlists
and streaming content
• Site development – digital presence,
ePortfolio, lesson planning content
59.
60. • ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring
Educators
• University of La Verne Course Evaluations
• Liberal Studies Learning Outcome Surveys
• Liberal Studies Faculty Use of Data
Instrument
• Liberal Studies Lead Faculty Focus Group
62. Developing a Technology
Rich Teacher Education
Program: Use of Data to
Inform Instruction
dredman@laverne.edu
nbarajas-murphy@laverne.edu
Editor's Notes
ULV: The University of La Verne is a Carnegie doctoral/Research University in Southern California enrolling over 8,000 students in four colleges: the College of Arts and Science, the College of Business & Public Management, the College of Education & Organizational Leadership, & the college of Law. The University has nine regional campuses in central and southern California. The university is accredited by Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges.
CEOL: provides a broad range of programs to prepare professional educators in a number of specialties including child development, elementary and secondary teaching, special education, pupil personnel services, school psychology, reading, child life, and educational and organizational leadership. Because of its long and rich tradition of excellence, the University of La Verne is recognized as one of the leading institutions engaged in the preparation of professional educators and leaders in Southern California. Accredited by NCATE and CCTC.
Title V HSI Co-Op Grant - partner with University of La Verne - prepare underrepresented students to enter the teaching profession. With Citrus as the lead institution, the two colleges share the grant and have formed a program designed to prepare the next generation of K-12 teachers. The partnership builds on the shared strengths and values of the two colleges, which are Hispanic Serving Institutions.
The collaboration between Citrus College and the University of La Verne has provided a critically needed and highly effective academic pathway that will prepare many Hispanic and other underrepresented students to become teachers. As such, the program is a high priority for both institutions. Visit the Center for Teacher Excellence website.
Celebrating over 90 years of service, Citrus College is located in Glendora in the foothills of the San Gabriel Mountains, approximately twenty-five miles northeast of metropolitan Los Angeles. The college has the distinction of being the oldest community college in Los Angeles County and the fifth oldest In the state Crrently serves 11,000 students
Courses in the program are designed to enhance student competencies in the following areas: designing multiple subject curriculum and delivery at the P-6 level; demonstrating a comprehensive understanding of social issues and capability to teach culturally and linguistically diverse learners; understanding technology for use as a future teacher; and, preparing multiple subject teacher candidates for the state exam, the California Subject Exam for Teachers (CSET). The program serves to bridge the sequential process of becoming a teacher for Liberal Studies students through continuous communication and cooperation with the Teacher Credential Program.
“(Solve)…the issue of poor student success [as evidenced] in teacher education completion rates and inadequate technology integration by faculty, and inadequate student technology literacy, emerged as one of the top priorities.” Grant Proposal
An instructional design team has worked in partnership with Faculty Content Experts to redesign courses to include interactive mobile content, and technology and media rich
Initial data used to inform redesign
Initially, this data showed:
Our students own laptops
Most believe using learning tech will benefit their education
Printers?
Many believe their instructors have adequate skills, and use learning tech effectively
Only 42% believe instructors provide enough modeling or training within a course
More use of LMS
ePortfolios + eBooks are not yet a priority
Previous slide shows LMS and availability of course materials is a priority
An interesting result~
Social media has continued to be of little interest to our students
Again, LMS is important to many students
Our student DO own equipment
Students want resources available in the LMS
Technology facilitates learning
Horizon report – significant finding in 2012 that we included as we began redesign
Increase ownership of variety of devices particularly smart phone
The ownership vs use data point shows students are interested in leveraging tablet and laptop
ECAR varied question to expand beyond ownership to the USE of the device for academic purposes
Technology is still perceived by many as to support academic success yet down from 74% prior year
ONLINE course components perceived as a slightly more effective learning environment but few had options to take blended courses
Instructors and faculty need more learning technology to support instruction and academic success
LMS is still perceived as important
Lecture capture or screencasting and online collaboration tools are valued
eBooks & ePortfolios still not rating highly
Our students own several internet connected devices that are not leveraged in their courses
2012 data
New 2013 data
Aspring questions
2012 data
New 2013 data
Aspring questions
Return to this when discussing 407
Our focus group determined that course evaluations were the least valuable source of data.
These evaluations do not address course content and students opinion of how much they learned.
There is limited focus on learning outcomes. More focus on teaching strategies and environment
Used heavily for tenure and promotion
Quantitative Date Questions:
Likert Ratings: 1-4
The course materials helped me achieve the course objectives
The course assignments helped me achieve the course objectives
The instructor’s teaching techniques helped my learn the subject matter
The instructor was respectful of diversity among students
The class environment was conducive to my learning
The instructor supported and encouraged student questions and discussion, in class or online
Feedback on my coursework was provided in a timely manner
Feedback on my coursework was helpful
The instructor was accessible, either in person, by telephone or through online communication channels.
Overall the instructor was effective in the course
Qualitative Date Questions:
What were the instructor’s most satisfactory teaching attributes?
What could the instructor do to improve his/her teaching effectiveness?
What were the most satisfactory aspects of this course?
How could this course be improved/
Nori
Lead faculty are specialists in each course. They oversee content, delivery and training to teach the course.
Lead faculty meetings are held two times a year.
All lead faculty expressed a need to incorporate more technology into their courses, based on the Ear and Learning outcomes data. More use of screencasting, software such as Skagit and Camtasia, video everywhere, and YouTube were incorporated into the courses, by both then instructors and student use.
Faculty development also played a large part in it. As lead
Full redesign – course was a patch work of borrowed materials
Redesigned all presentations
Lecture captured (Produced Camtasia) all course topics and located on a streaming server
Created SoftChalk SCORM compliant lessons w/ embedded lecture
Created and embedded self checking quizzes during each topic
Assessments aligned more closely with course learning outcomes
Screencasting and lecture capture
LMS
Streamed lectures on mobile device
iBook authored as a companion course text
Flipped class – defined by instructor, readings prior, activities during
Resources more consistently organized in LMS
Flipped class – defined by instructor, readings prior, activities during
Resources more consistently organized in LMS
iBook available with questions from course text
Conversations about courses resulted in a deficit program wide on two items: ePortfolio + Lesson Planning
We shifted to a platform agnostic outcome using Adobe Design + eLearning Suite
How-To resources for program consistency and better faculty support
How to guide with exemplars given in relation to rubric
Resources are available for mobile devices, in the LMS and onlline as an html file or a PDF
To support student use and creation of rich media – EDUC407 is a required course