ACPS Board BeliefsWe believe that an outstandingschool system... Respects the dignity and worth of every individual. Provides programs and service based on needs, characteristics, interests, and capabilities of each student. Offers a challenging, ethically diverse, multi-cultural curriculum. Provides equal opportunity and encouragement for every student. Values diversity. http://boe.allconet.org/spage.php?PageID=78
Current Statistics (as of 1/19/2012) 175 students enrolled in alternative education programs Includes Eckhart Alternative School, District Court House Day and Evening Programs, Evening High School, YMCA Program, Community Based Programs, KIDS Program, and Home and Hospital (long-term emotional displacement) Approximately 100 students participating in the edOptions online curriculum at $450.00 per pupil Outside of standard classes in four content areas, curriculum is not standardized and often presented by an uncertified instructor
We believe that an outstanding schoolsystem...• Provides programs and service based on needs, characteristics, interests, and capabilities of each student.• Provides equal opportunity and encouragement for every student. http://boe.allconet.org/spage.php?PageID=78; Morris (2002)
Online Learning is Financially sound Available Motivating and Engaging Convenient for learners and educators in the sense of anytime, anywhere, and anyplace A critical aspect for the development of responsible digital citizens Grounded and supported by timeless learning theories
Constructivism Theorists Student centered, self- directed learning experiences emphasized Collaborative and social tasks results in meaningful learning Problem-based, authentic instructional activities optimize student engagement, ownership, and co-construction of knowledge Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves, Oliver, & Woo, 2004; Jonassen, 1999Situated Learning Theorists Learning requires authentic, real- life settings Active student participation in realistic, collaborative activities result in viable solutions to real problems Virtual simulations align with the situated learning theory and the use of multimedia, online learning applications Lave & Wenger, 1991
Behaviorist Theorists Learning occurs in response to reinforcement Learning requires motivation Learning requires feedback This perspective most successfully used when task knowledge is limited Sherry, 1998; Wild, 1996Cognitive Learning Theorist Learning results when memory is strengthened and thought processes are activated Problem solving tasks promote learning Learning is the result of information transformation from sensory input to long-term memory This perspective most successfully used when task knowledge is moderate Mayer, 2002; Sherry, 1998; Wild, 1996
Theory of Multiple Intelligences Individuals learn differently and more effectively via their prominent intellectual domain or channel Learning occurs when information is presented in a variety of modalities Gardner, 1983Dual-coding Learning Theorists Learning occurs when information is presented to individuals via multiple inputs (namely visually and verbally) resulting in two memory codes and leading to higher retention and increased learning Grabe & Grabe, 2007
The use of online, virtual instruction is based andsupported by several sound learning theories.More importantly, the advantages of using current,virtual multimedia strategies in online instruction aresimple – • increased student achievement • Increased learner engagement with classmates, materials, and activities.
Let’s Pilot Foundations of Technology (FOT) ACPS Tech 871 35 students are enrolled in Tech 871 in alternative education programs Instructors are in-place to facilitate the implementation of an online FOT course Development team will provide technical, instructional, and on-site support Funding for development team has been secured through the ACPS Professional Development Office A team, represented by all stakeholders, is in place and working in the course delivery and development The online FOT course is based on State Curriculum standards as well as the National Model for Standards-Based Programs curriculum
The virtual Foundations of Technology course has been developed using a variety of web 2.0 applications to encourage student engagement, communication, collaboration, interaction, and production of original educational content as well as the mastery of curriculum standards. In addition, FOT learners must use critical thinking and problem-solving skills, show research and information fluency capabilities, and apply digital citizenship competencies. Chai, Woo, & Wang, 2010; Schilling, 2009
The platform used to host the online FOT course is a digital, electronic portfolio- based virtual space known as a wiki. Wikispaces encourage student communication through asynchronous and synchronous applications, encourage self-reflection and peer critique, encourage student collaboration in editing, storing, and publishing content to show mastery of course www.wikispaces.com objectives and achievement and growth over time, and encourage safe digital interaction and community building in an educationally sound environment. Basken, 2008 ; Bolliger & Shepherd, 2011; Grabe & Grabe, 2007; Wang, 2009
ACPS FOT v871 – wiki Home Pagehttp://ehsvirtualfoundationsoftechnology.wikispaces.com/
The virtual FOT course was designed with the use of a variety of authentic, multi- media, internet based activities that increase the instructor’s ability to address many different learning styles, build cohesiveness within a diverse group of learners, and encourage meaningful collaboration and communication optimize student engagement, critical thinking and problem solving skills for intentional, meaningful learning support and clarify content, encourage student involvement in complex social issues, expose learners to realistic experiences, meet individual learning styles and needs, and provide motivating activities for learner engagement Chai, Woo, & Wang, 2010; Grabe & Grabe, 2007; Herrington, Reeves, & Oliver, 2006; Herrington, Reeves, Oliver, & Woo, 2004; Schilling, 2009
Glogster is an interactive drag- and-drop interface program, used to create glogs (or online posters). Glogster allows the user to incorporate many media elements including text, audio, video, images, graphics, drawings, and data and offers several different ways to publish content for peer- to-peer collaboration and lesson objective mastery.http://www.glogster.com/psychoticchocolatebar/foundations-of-technology/g- www.glogster.com6m1s3dkgs4ffvu62ob1ena0
A voki is a virtual, video based interface that allows students to create a talking , digital avatar version of a oneself or a historical person. A voki motivates students to participate, improves comprehension, introduces technology into course content, and can be utilized as an effective language tool. http://www.voki.com/pickup.php?sci www.voki.com d=5166844&height=400&width=300
Internet safety education andknowledge is an imperative tool forall students to become competentand responsible digital citizens bothinside and outside the classroomsetting.In an effort to provide the safestvirtual experience possible andprotect student’s rights, the virtualFOT course will Require all participants to sign the ACPS Acceptable Use Policy, Provide guidance and supervision via the course facilitator, Whenever possible, use educationally-sound web 2.0 applications designed specifically for students and classrooms, and Provide education and collaborative guidelines for internet safety and acceptable netiquette during instructional tasks Miller, Thompson, & Frantz, 2009; Worthen, 2007
Basken, P. (2008). Electronic portfolios may answer calls for more accountability. The Chronicle of Higher Education, 54(32), A.30-A31. Retrieved from http://search.proquest.com/docview/214654367?accountid=28180Bolliger, D.U., & Shepherd, C.E. (2011). Student perceptions of ePortfolio integration in online courses. Distance Education (31)3, 295-314. doi:10.1080/01587919.2010.513955Chai, C.S., Woo, H.L., & Wang, Q. (2010). Designing Web 2.0 based constructivist-oriented e- learning units. Campus - Wide Information Systems, 27(2), 68-78. doi:10.1108/10650741011033044Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. Houghton Mifflin. ISBN 978-0618637010Herrington, J., Reeves, T., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task, and technology. Distance Education 27(2), 233-247. Retrieved from http://search.proquest.com/docview/217795524?accountid=28180Herrington, J., Reeves, T., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web- based courses. Journal of Computing in Higher Education 16(1), 3 – 29. Retrieved from http://search.proquest.com/docview/217795524?accountid=28180Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.). Instructional Theories and Models, Volume 2, p. 215-239). Retrieved from http://www.etc.edu.cn/%E8%AE%BA%E8%91%97%E9%80%89%E6%91%98/David% 20Jonassen/Designing%20Constructivist%20Learning%20Environments.htmLave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
Mayer, R.E. (2002). Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. New Directions for Teaching and Learning 89, 55-71.Miller, N.C., Thompson, N.L., & Franz, D.P. (2009). Proactive strategies to safeguard young adolescents in the cyberage. Middle School Journal, 41(1), 28-34. Retrieved from http://search.proquest.com/docview/217433511?accountid=28180Morris, S. (2002). Teaching and learning online: A step-by-step guide for designing an online k- 12 school program. Lanham, Maryland: The Scarecrow Press, Inc.Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. Distance Education 31(1), p. 55-77. doi:10.1080/01587911003725022Schilling, K. (2009). The impact of multimedia course enhancements on student learning outcomes. Journal of Education for Library and Information Science 50(4), 214-225. Retrieved from http://search.proquest.com/docview/203224127?accountid=28180Sherry, A. C. (1998). Evaluation of multimedia authoring instruction based in a behaviorist- cognitive-constructivist continuum. International Journal of Instructional Media, 25(2), 201-201. Retrieved from http://search.proquest.com/docview/204260594?accountid=28180Wang, C.X. (2009). Comprehensive assessment of student collaboration in electronic portfolio construction: An evaluation research. TechTrends, 53(1), 58-66. Retrieved from http://search.proquest.com/docview/223119048?accountid=28180Wild, M. (1996). Perspectives on the Place of Educational Theory in Multimedia. Selected paper from EdTech ’96 Biennial Conference of the Australian Society for Education Technology. Melbourne, Australia.Worthen, M. R. (2007). Education policy implications from the expert panel on electronic media and youth violence. Journal of Adolescent Health, 41, 61-63. doi:10.1016/j.jadohealth.2007.09.009
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