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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.
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 />
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 />
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 />
Beginning with streaming video<br />Giving online pre-service teachers a better opportunity to see effective teaching<br />
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 />
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 />
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 />
Using wikis<br />Testing ways to encourage better peer networking <br />Creating real resources that can be used later<br />
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 />
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 />