Teaching under the_microscopePresentation Transcript
Teaching Under the Microscope Rachel Roberts Integrating new technologies to empower learning and transform leadership
A Tale of Two Teachers -poles apart! http://www.rfidjournal.com
With the walls of the classrooms disappearing, teachers find that their practice is put under the microscope. Any issues can be magnified beyond the traditional classroom setting because of the far reaching nature of distance education. Nothing is behind closed doors anymore
Industrial to Informational “In the industrial age we went to school… in the information age school comes to us”
All New Zealand secondary schools offering distance learning courses have now become dual-mode institutions with online teachers recruited from the rank and file of classroom teachers.
A developing trend in NZ Expansion of curriculum Shortage of specialist teachers Small rolls Introduction of new assessment regimes Teacher workload issues
Convergence Wenmoth, D. “LCO Handbook 2010)
“What is evolving is a new form of ‘blended education’. In the future, teachers may or may not be in the same physical location as their students, and ICT will be an integral part of virtually every lesson” (Browning 2005, p3).
VLN Secondary Schools 2002 – 12 schools sharing classes VLN Statistics February 2010 Current Total Schools:268 Current Total Teachers:170 Current Total Courses:234 Current Total Classes:258 Current Total Enrolments:1526 Growth
Technological Advancement The rapid development of technology is enabling new ways to communicate and share information. A need for teachers to up-skill and be technically competent to teach confidently in an online environment.
Connecting Learners through Video Conferencing Student-Teacher face-to-face contact enables the distance to dissolve
Matapu Students in German Class
Online Learning Environments Spaces catering for different interests Tools for managingparticipation http://moodle.minedu.govt.nz/taranet/
“It will no longer be a question of should we use these devices to support learning, but how and when to use them” Michael Levine Gartner forecasts that phones will become the most common web browsing device by 2013 M Learning
Web 2.0 – Social Networking
Pedagogy “Although teachers in virtual classrooms are immersed in ICT, many simply use it for uploading or downloading information and teaching in the traditional way.” (Bolstad & Lin (2010). Virtual Classrooms: Lessons for teaching and learning in the 21st Century. SET 1, 2010, p 2 - 9. Wellington: NZCER.)
It could be argued that teacher pedagogies need to change equally in face to face environments as they do in online learning. There is a drive to change from a transmission model of teaching delivery to a constructivist model of learning as an active process.
Role of the Teacher
Teacher Concerns Outside their comfort zone Increased workload Online classes threat to f2f classes Technical support Copyright issues Support & professional development Underlying belief in the value of online learning.
Teacher Workload Recognised by PPTA “Three hours non-contact for each hour of on-line delivery (in addition to the mandatory non-contact time)…” PPTA (2005). PPTA Submission On The Draft (E) Learning Framework For The Schools Sector. TIME for: Developing course work Preparation for classes (more intense) Individual attention to students Professional Development
Professional Development Based on the discourse of teaching and learning for all teachers and those teachers who have developed through this process will have skills and understandings which will enable them to better adapt to the changing natures of flexible learning and new technology environments.
teachers should learn a range of strategies that will: develop partnerships between teacher, students and parents embrace new technologies maintain a work/life balance foster a positive classroom environment give and receive feedback with students that is open, honest and timely(Pasco-Walsh, L. (2005). From teletubbies to teleteacher – Effective practices in video conference teaching.)
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Virtual Professional Development
“Becoming an online teacher is like being a beginning teacher all over again. Teachers need time for professional development, to learn alongside their students, to be prepared to try different teaching strategies, to develop their curricula content for online interaction and become more proficient technically. Teachers need to feel capable and supported to become the self-efficacious and effective eteachers that are currently such a scarce commodity but which are in growing demand in our schools.”