The shift from traditional teaching to a more collaborative learning model focused on student-centeredness (Webb & Cox, 2004) drove instructors to reconfigure teaching and learning activities and use technology to enhance both. However, many researchers agree that in order to successfully incorporate technology in the classroom, pedagogically sound teaching methods should be used, training of the available tools should be provided, and the focus should be on integrating the tools with teaching and learning (Rogers, 2000). Using technology for technology’s sake – no real plan to use it to enhance the lessons. We need to think about learning opportunities beyond the classroom, and providing those learning experiences via technology.Bells & Whistles: Student use of technology is second nature to them – texting, researching, GPS capabilities – all at their finger tips. However, as faculty come up to speed (and younger faculty start in the classrooms) these tools may be “abused”. And students will become inundated with faculty connections, and then “tune out” what instructors deem as important, and focus on what they want. Everyone wants “clickers” or smart boards or lecture capture to enhance their lecturing.
Most faculty development has traditionally matched the training method with the teaching method. This study set out to find out if immersing faculty with the technology changed the way they used it in the classroom.Additionally, the study set out to find if this fully online workshop changed personal attitudes toward technology integration and perceptions of their own personal skill and use of technology. Would faculty then change the way they see the classroom?
In order to determine how faculty currently used technology in the classroom, I administered a pre-survey. Pre and post survey used the same instrument, with the post-survey including additional open-ended questions to explore the types of technology that faculty integrated into their courses.
130 total faculty, 81 positive responses (I want to do the survey and workshop), 57 actually completed the survey and got invited to join a workshop. After the four weeks, only 9 completed all phases of the project.
Typical uses included lecturing with a Powerpoint presentation, email communication, using Blackboard to post a syllabus, encouraging independent learning (go do some research, download this article).
Responses to a variety of questions inquiring how faculty actually learned how to use technology tools revealed that most were either self-taught or learned by asking their peers who were using technology in some way.
Bb world 2012 boncuore-connecting technology with pedagogy
Connecting technology withpedagogy: An online workshop forcampus faculty developmentCheryl Boncuore, PhDAcademic Director of Distance LearningKendall College
• Academic Director of Distance Learning • Faculty development • Instructional design • Blackboard system administrator • Faculty 2
Education 2012:Using Technology Beyond the Classroom • Teacher-centered classrooms have been the norm • Technology is for “online” courses • A paradigm shift began to occur with the availability of technology • “Bells & whistles” began to invade the classroom 3
Institutional Use of Technology • Instructional technology is readily available • Misconceptions on how to integrate technology with pedagogically sound teaching practices in the classroom • Conflicting forces: • Students are considered “digital natives” • Student expectations include using new technologies to learn • Faculty tend to teach the way they were taught • Faculty perceptions may impede technology implementation • Institutional training may not consider the pedagogy of new technology 4
The Process • Pre-survey • Participants • Full time and part time faculty • Four-week fully online workshop • Post-survey 5
How It Was Done • Data Sample • 81 total • 57 pre-survey completions (70% response rate) • 9 workshop/post-survey completion (16% completion) • Data Analysis • Comparison of Pre-survey to Post-survey responses • Technology use in the classroom • Instructor preparedness to integrate technology into the classroom • Instructor confidence in and comfort level with integrating technology into the classroom • Attitudes of instructors toward integrating technology into their classroom practices • Instructor perceptions of the support received from the institution 6
Initial Technology Use • Technology was used in “expected” ways • As a presentation tool in the classroom (53%) • As an e-mail communication tool (81%) • To encourage independent learning (53%) • As a research tool (62%) • When asked about using technology to promote student-centered learning, the survey showed: • 25% of respondents encouraged the use of technology several times a week; but likewise • 25% stated that technology use for student-centered learning was not applicable to their classroom teaching methodology. 7
Instructor Preparedness • Most faculty learned about technology use from their peers (39%) and through independent learning (53%). • A very low percentage (17%) indicated that they learned computer and technology integration through formal learning channels such as in-service training or workshops provided through their institution. 8
Instructor Confidence • 68% felt that their comfort level with technology allowed them to effectively integrate it in their classrooms • 16% that indicated a discomfort with technology and that they did not have adequate training to incorporate technology into their classroom teaching The instructors who are most comfortable with technology completed the workshop, whereas those that indicated a level of discomfort or lack of knowledge or training did not complete the workshop. 9
Attitude Toward Technology in the Classroom • Not surprisingly, there are mostly positive attitudes toward technology • No longer worried that computers would eventually replace instructors… • Especially when focused on student skill and access to technology • Perceptions of institutional support are also positive 10
The Workshop • Four week, fully online, immersive • Used the institution’s CMS • Based upon pedagogical foundations • Chickering & Ehrmann: Implementing the Seven Principles: Technology as Lever • Hands-on exercises • Practice site for each user • Faculty could immediately implement the tools into their face-to-face courses 11
What Happened? • After successful completion of the four-week online workshop, faculty integrated more technology into their classroom teaching • Participants that completed had a basic comfort level using technology prior to completing the workshop • Those participants that completed the workshop expressed an interest in similar online workshops • Faculty attitudes toward technology has changed from distrust to acceptance and a belief that it is necessary for student success. • There was an interest in creating an online community of practice to continue the discussions started in the workshop, indicating that technology has become part of an accepted way to connect with other like-minded individuals. 12
403530 PRE-WORKSHOP25 POST-WORKSHOP201510 5 0 NOT AT ALL ONCE A WEEKLY DAILY N/A MONTH 13
survey anywhere Ted.com survey videotaping showing videos You Tube discussion boardsSkype PowerPoint presentations cellphone media Journals webinars documentaries web 14
Recommendations • Create a series of immersion style workshops to cover different topics • Develop a similar workshop in a hybrid format, with a prescribe number of face-to-face meetings • Assess student learning in technology enhanced classroom courses • Explore faculty priorities as a positive indicator toward professional development. 15
Pedagogy and Technology Workshophttps://blackboard.kendall.edu/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=/webapps/blackboard/execute/courseMain?course_id=_1184_1Open course in Blackboard CourseSites 16
Resources • Chickering, A. & Ehrmann, S. C. (1996), Implementing the Seven Principles: Technology as Lever. Retrieved from http://www.tltgroup.org/programs/seven.html • Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin (39)7 Retrieved from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm • Dede, C. (2006). The evolution of online teacher professional development. In C. Dede (Ed.) Online professional development for teachers: Emerging models and methods (pp. 1-11). Cambridge, MA: Harvard Education Press. • Rogers, D. L. (2000, Spring/Summer). A paradigm shift: Technology integration for higher education in the new millennium. Educational Technology Review, pp. 19-33. Retrieved from http://www.editlib.org/index.cfm/files/ paper_8058.pdf?fuseaction=Reader.DownloadFullText&paper_id=8058 • Pritchard, A. (2007). Effective Teaching with Internet Technologies. London: Paul Chapman Publishing. 17
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