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AECT 2010 - Preparing In-Service Teachers for Virtual Schooling


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AECT 2010 - Preparing In-Service Teachers for Virtual Schooling

  1. 1. Instructional Technology Preparing In-Service Teachers for Virtual Schooling Dr. Michael Barbour - Kelly Unger -
  2. 2. Instructional Technology Current state of VSStudents Enrolled in Online Courses• 2001 = 40,000 – 50,000 (Clark)• 2009 = >1,000,000 K-12 (Picciano& Seaman)Students Enrolled in Online Courses• 45 States (plus DC) reporting significant K-12 online learning activity
  3. 3. Instructional Technology Current state of VS• 2006 – Michigan adds online learning graduation requirement• Added 3 new standards for teachers in Educational Technology 1. Online Technology Experience and Skills 2. Online Course Design 3. Online Course Delivery• Necessitated changes to all endorsement programs in the state
  4. 4. Instructional Technology Current state of VSTeacher education programs need to incorporate courses that focus on teaching and learning in the K-12 online environment (Davis & Rose, 2007)
  5. 5. Instructional Technology Current state of VS• At Wayne State University changed reflected in IT6230 – Internet in the Classroom – preparing teachers for three new roles (Davis, 2007) 1. Virtual School Designer 2. Virtual School Teacher 3. Virtual School Facilitator » most middle and high school teachers in Michigan were more likely to play the role of the facilitator the majority of course activities focused on this position
  6. 6. Instructional Technology Curriculum• Generational Differences (2 weeks) – dispelling digital natives/millennials myths – exploring “Generation Me”• Web 2.0 Tools (8 weeks) – blogs, RSS, wikis, microblogging, social bookmarking, social networking, collaborative tools• K-12 Online Learning (5 weeks)
  7. 7. Instructional Technology K-12 Online Learning• TEGIVS scenarios & IA case studies• Readings related to K-12 online learning• Reflective discussions using blogs and RSS feeds based upon the instructor’s prompt• Activities and videos about K-12 online learning• Individual project and group project from the TEGIVS curriculum
  8. 8. Instructional Technology Purpose of Study1. Examine the effectiveness of the chosen K-12 online learning curriculum, with the goal of making continual improvements to the course (Stringer, 2004).2. Examine impact of TEGIVS curriculum on the opinions of graduate students enrolled in IT6230 about the role of the virtual school facilitator.
  9. 9. Instructional Technology Methods• Two Semesters – Winter 2008 - 9 of 15 students – Winter 2009 - 5 of 7 students• Data – Blog comments based prompts by the instructor – Individual and group projects – Student evaluations of teaching
  10. 10. Instructional Technology Methods• Inductive analysis approach (LeCompte&Preissle, 1993) and constant comparative coding (Ezzy, 2002).• Microsoft Word® as a tool to complete this analysis following the procedure outlined by Ruona (2005).• Weekly meetings to discuss codes, categories and potential themes.
  11. 11. Cycle 1 – Winter 2008 Instructional Technology• Adopted Teacher Education Goes into Virtual Schooling (TEGIVS) curricular wholesale – Multimedia scenarios – Individual project – Group project• Discussion prompts from TEGIVS scenario tasks• Practitioner-focused readings 5week unit
  12. 12. Cycle 2 – Winter 2009 Instructional Technology• Localized and revised TEGIVS scenarios• Modified individual project – Added tasks from TEGIVS scenarios• Discussion prompts more closely tied to readings• More research-based readings• Added ILO case studies to focus on VS teacher role 6week unit
  13. 13. Thematic Analysis
  14. 14. Instructional Technology Findings• TEGIVS = effective – Experience with K-12 Online Learning – Possibilities and Challenges – 3 Roles• Action research – Course Design • Assignments • Blog Prompts • VS Unit Length
  15. 15. Instructional Technology Design Lessons• First you have to confront students’ preconceptions and dispel any myths• Michigan-specific examples• Discussions more meaningful when tied to the readings, but push students to use resources beyond (particularly with research-based readings)
  16. 16. Instructional Technology Continuing Design Issues• Continued revision of the Individual Project• Better mix of practitioner-focused and research-based readings• Increase in materials related to “virtual school designer” role
  17. 17. Instructional Technology Thematic Conclusions• Still unfamiliar to most teachers• Mandated or not, teachers see benefits• Number of perceived challenges decreases each semester• Most support virtual schooling and willing to give it a try
  18. 18. Instructional Technology Questions and Discussion
  19. 19. Instructional Technology Preparing In-Service Teachers for Virtual Schooling Dr. Michael Barbour - Kelly Unger -