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Cit 2010-spiders

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Sreb Online Teacher2 May2008
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Cit 2010-spiders

  1. 1. Using Emerging Technologies<br />By Eileen O’Connor, Ph.D.<br />And peer & administrative support within Empire State College’s Center for Graduate Programs<br />
  2. 2. The technologies and the sharing: the value of the Spiders<br />Over the past few years, the following have been integrated into online courses: <br />Streaming video case-studies for discussion <br />Second Life <br />Wikis (www.wetpaint.com )<br />YouTube for microteaching<br />Ideas and support from the Spiders & from the graduate dean – critical for enabling the use of emerging technologies <br />
  3. 3. To make online less text based and more truly interactive<br />To continuously improve online courses so they can become more useful ways of creating a change in teaching practice <br />Having administrative and peer support has furthered this dream considerably<br />Some evidence on the following slides<br />Personal motto<br />
  4. 4. Beginning with streaming video<br />Giving online pre-service teachers a better opportunity to see effective teaching<br />
  5. 5. Urban students with creative lessons were taped & then streamed into courses<br />Online graduate students were able to consider best practices that they were not necessarily seeing in their K12 observations <br />Students showed concern & repartee & respect for each others ideas<br />
  6. 6. Second Life <br />Interactivity and personalization for graduate courses<br />Extended interaction opportunities <br />Across geography & disciplines <br />A virtual meeting space, discussion area, and classroom<br />
  7. 7. MAT Science Center (under revamping)<br />
  8. 8. Class presentations – PowerPoint gone virtual <br />
  9. 9. Multiple means of communication & real classrooms<br />
  10. 10. Meeting the Dean<br />
  11. 11. Guest lecturers – assistive technologies<br />
  12. 12. ISTE – preparing for a meeting<br />
  13. 13. NSF – NASA virtual meeting<br />
  14. 14. Virtual, but real, weather<br />
  15. 15. NOAA site - tsuanami<br />
  16. 16. Best expressed through an instructional metaphor: like designing an intelligent experience (field trip / discussions / role playing / construction) . . . with an assessment <br />More advanced uses<br />
  17. 17. Using wikis<br />Testing ways to encourage better peer networking <br />Creating real resources that can be used later<br />
  18. 18. The assignmentprocess<br />
  19. 19. Findings & conclusions – no longer the vacuum of lost work – open education<br />The peer assessment was an important facet of expanded learning <br />
  20. 20.
  21. 21. YouTubes<br />Posting their microteaching lessons – within an online course<br />Better review: <br />By content-pedagogy faculty <br />Assessment of use of technologies<br />Better collegiality and knowledge of the students <br />Easy to use / excellent for performance based assessment<br />
  22. 22. View students’ actual work <br />
  23. 23. Determine if they are performing correctly . . . even at a <br />distance<br />
  24. 24. Value to using YouTube, in general<br />
  25. 25. The support, sharing, & encouragement have been the most critical elements<br />Ideas from colleagues; willingness to share and experiment <br />Managerial support – ESSENTIAL if faculty are to embrace tech; especially early implementers <br />UNDERLYING THEME WITH NEW TECH: How do we value, integrate, measure, assess, and update-our-thinking about the affordances available with these amazing new communication tools? <br />

Editor's Notes

  • Instructors can not simply give the assignment and then return and grade a finished product; the teacher is now involved in the outcome and the way it can / might look to the world ; I didn’t put my name on the finished product
  • For example, the instructor was able to get a very good perspective on the technology and science-lesson skills of the student.

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